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教师反馈对中国大学生英语作文作用的实证研究

2020-11-22阅读(266)

教师反馈对中国大学生英语作文作用的实证研究

论文摘要

论文中的两个研究，探讨了教师反馈对提高中国大学生英语写作流利性、准确性、复杂性的作用。研究一对比了两组学生：实验组和控制组，实验组接受为期16周的教师反馈，根据反馈改正自己作文中的语法和词汇错误，并对作文内容和组织方面进行修改，控制组接受与实验组同样的反馈，但不进行任何修改。本研究中的教师反馈包括纠错反馈和对作文内容和组织的评价。整体性评估、分析性评估和客观性评估（终止性单位）等测量手段获得的结果表明，接受反馈并进行及时修改的实验组学生，语言使用准确性比控制组学生有显著性的提高。 研究二进一步探讨哪一种教师反馈更有助于学生写作质量的提高。涉及到的三种不同的反馈是：直接改正（改正）、表明错误类别的符号（符号）和划出错误（下划线）。本研究使用的是上述三种教师反馈的两两组合。48名受试者被随机分配到三个组接受：（1）“改正-符号”，（2）“改正+下划线”和（3）“下划线+符号”的反馈。结果表明，接受反馈组合并进行修改的三个组在准确性、流利性和复杂性等方面都有提高，但三个组提高的程度有所不同，接受“改正+下划线”的第二组比其他两组学生的准确性有显著性的提高。 两个研究除使用整体性评估、分析性评估和客观性评估（终止性单位）等测量手段外，还使用了问卷和访谈的形式来了解学生对所接受的反馈的真实看法。 研究一的结果发现，学生改正语法和词汇错误有助于提高后续作文的准确性。另外，教师对作文内容和组织方面的评价有助于提高作文的内容质量。 研究二的结果表明，“改正+下划线”的反馈可以引起学生对自身语言问题的注意，并注意到自己的输出与教师反馈的不同，这种注意和对比的过程刺激目标语的发展。当接受“下划线+符号”的反馈时，有些学生能立即意识到自己的语言问题和以前学过的相关语言形式，这个过程涉及到实质性的注意，对提高外语水平和外语写作水平十分必要。对于“改正+符号”的反馈，有些学生指出因为找不到自己的错误，无法改正错误。研究二的结果表明“改正+下划线”和“下划线+符号”两种反馈形式在提高学生准确性上明显优于“改正+符号”的反馈。 问卷和访谈的分析结果发现，两个研究中接受反馈的学生大多重视教师反

论文目录

  • Abstract （in English）
  • Abstract （in Chinese）
  • List of Tables
  • List of Abbreviations
  • Introduction
  • 0.1 Statement of the Problem
  • 0.2 Rationale for the Studies
  • 0.3 Objectives of the Studies
  • 0.4 Significance of the Studies
  • 0.4.1 Resolving Some of the Problems and Inconsistent Findings in theEffects of Teacher Feedback
  • 0.4.2 Improving the Teaching and Learning of English Writing in China
  • 0.5 Organization of this Dissertation
  • Chapter One Literature Review
  • 1.1 Feedback Sources
  • 1.1.1 Teacher Feedback
  • 1.1.2 Peer Feedback
  • 1.1.3 Research Evidence on Different Sources of Feedback
  • 1.1.4 Summary
  • 1.2 Feedback Modes
  • 1.2.1 Oral Feedback
  • 1.2.2 Computer Feedback
  • 1.2.3 Research Evidence on Feedback Modes
  • 1.2.4 Summary
  • 1.3 Feedback Focuses
  • 1.3.1 Form-focused and Content-focused Feedback
  • 1.3.2 Research Evidence on Feedback Focuses
  • 1.3.3 Summary
  • 1.4 Feedback Styles
  • 1.4.1 Illocutionary Force of Feedback
  • 1.4.2 Directness of Feedback
  • 1.4.3 Summary
  • 1.5 Feedback in Light of L2 Teaching Theories
  • 1.6 Feedback in L2 Writing: Summary
  • Chapter Two Theoretical Underpinnings
  • 2.1 Process Writing Theory
  • 2.2 The Output Hypothesis
  • 2.3 Feedback and Noticing
  • 2.4 Interaction and Second Language Acquisition
  • 2.5 Summary
  • Chapter Three Methodology
  • 3.1 Introduction
  • 3.2 Study 1
  • 3.2.1 Research Questions
  • 3.2.2 Method
  • 3.2.2.1 Subjects
  • 3.2.2.2 Task Setting
  • 3.2.2.3 Procedures
  • 3.2.2.4 Marking of Errors
  • 3.2.2.5 Measures Indicating Development in L2 Writing
  • 3.2.2.6 Survey-based Measures
  • 3.2.2.7 Training of the Collaborators
  • 3.2.2.8 Reliability Test
  • 3.2.2.9 Validity Test
  • 3.2.3 Data Collection
  • 3.3 Study 2
  • 3.3.1 Research Questions
  • 3.3.2 Method
  • 3.3.3 Data Analysis
  • 3.3.3.1 Analysis of Holistic Scores
  • 3.3.3.2 Analysis of Objective Measures
  • Chapter Four Results and Discussion
  • 4.1 Results of Study 1
  • 4.1.1 Results of Holistic Scoring
  • 4.1.2 Summary
  • 4.1.3 Results of Analytical Scale
  • 4.1.4 Summary
  • 4.1.5 Results of Objective Measures
  • 4.1.6 Summary
  • 4.1.7 Discussion and Conclusion
  • 4.2 Results of Study
  • 4.2.1 Results of Holistic Scoring
  • 4.2.2 Summary
  • 4.2.3 Results of Objective Measures
  • 4.2.4 Summary
  • 4.2.5 Discussion and Conclusion
  • 4.3 Results of Survey-based Measures and General Discussion
  • 4.3.1 Questionnaire Survey
  • 4.3.2 Interviews
  • 4.3.2.1 Interviews in Study 1
  • 4.3.2.2 Interviews in Study 2
  • 4.3.3 Summary
  • Chapter FiveConclusion and Implications
  • 5.1 Conclusion
  • 5.2 Implications, Limitations, and Suggestions for Further Research
  • Appendices
  • Appendix A Holistic Evaluation of Drafts
  • Appendix B Topics for the Six Assignments
  • Appendix C Error Categories
  • Appendix D Guidelines for Calculating EFT/TT and WEFT/TW
  • Appendix E Feedback Checklist
  • Appendix F Analytic Rubric Employed in Study 1
  • Appendix G Questionnaire
  • Bibliography
  • Acknowledgements
  • Publications
  • 学位论文评阅及答辩情况表

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    教师反馈对中国大学生英语作文作用的实证研究
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