同学反应在初中英语写作教学中的应用研究

论文摘要

本研究旨在讨论运用小组合作式同学反应的可行性及其对初中英语写作的影响。本文讨论了四个问题:(1)初中生对同学反应方法的态度如何,初中生能从中受益吗?(2)初中生能通过培训学会同学反应的方法并迅速找出同伴的错误吗?(3)同学反应的建议对学生英语写作有什么作用?它能帮助学生减少表面错误和整体错误吗?(4)通过同学反应活动后,实验班的学生写作出错率会少于控制班吗?为了回答上述问题,作者采用了调查问卷,前后测作文,半结构式学生个别访问,个案研究等方式进行数据收集,并加以分析得出结论:(1)大部分学生赞成在英语写作课上使用同学反应,认为同学反应能拓宽学生思路,减少写作焦虑和增进写作目的性。(2)初中生能通过培训学会同学反应的方法并迅速找出同伴的错误。(3)对同伴提出的建议,学生不但能做出修改,而且能加以重视避免出现同一类型错误,从而使表面错误率和整体错误率大大降低。(4)与控制班相比,实验班学生写作出错率少于控制班,特别是在拼写错误和主谓一致上有明显的优势。通过本次实验研究结果表明,小组合作式同学反应在英语写作教学中是值得采纳的教学方法,但同学反应成功的关键在于教师对活动的组织和指导以及对学生进行合理的训练和科学的分组。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• 1.1 Significance of Writing for Junior Middle School Students
• 1.2 Methodology of Teaching EFL Writing in China
• 1.2.1 The traditional Product Approach
• 1.2.2 The disadvantages of the Product Approach
• 1.2.3 The Process Approach
• 1.2.4 The Development of the Process Approach
• 1.2.5 The disadvantages of the Process Approach
• 1.3 The Definition and General Features of Peer Response
• 1.4 Significance of the Study
• 1.5 Key Questions of the Research
• Chapter Two Literature Review
• 2.1 Krashen's Theory of the Monitor Model
• 2.1.1 The Acquisition-Learning Hypothesis
• 2.1.2 The Natural Order Hypothesis
• 2.1.3 The Monitor Hypothesis
• 2.1.4 The Input Hypothesis
• 2.1.5 The Affective Filter Hypothesis
• 2.2 Output and Interaction
• 2.2.1 Swain's Output Hypothesis
• 2.2.2 Long's Interaction Hypothesis
• 2.3 Vygotsky's Theory of Zone of Proximal Development（ZPD）
• 2.3.1 Perception of the Zone of Proximal Development
• 2.3.2 Vygotskian assessments of language learning
• 2.4 Cooperative Learning Theory
• 2.4.1 The definition of Cooperative Learning Theory
• 2.4.2 Basic elements and benefits of Cooperative Learning
• 2.5 Previous Studies of Peer Response in Writing
• 2.5.1 Oral peer response and written peer response
• 2.5.2 Cohen's study
• 2.5.3 Fathman and Whalley's study
• 2.5.4 Jo Mynard and Iman Almarzouqi's study
• 2.5.5 Some other studies in China
• 2.5.6 Training in peer response
• Chapter Three Research Design
• 3.1 Research Methods
• 3.1.1 Subjects of the study
• 3.1.2 Purposes of the study
• 3.1.3 Instruments of the study
• 3.2 Procedures of the Study
• 3.2.1 Pre-test and pre-questionnaire
• 3.2.2 Training
• 3.2.3 Division of the subjects
• 3.2.4 Implementation of peer response
• 3.2.5 Interview
• 3.2.6 Students' writing samples
• 3.2.7 Post-test and post-questionnaire
• 3.2.8 Data collection
• Chapter Four Data Collection and Data Analysis
• 4.1 Analysis of the Pre-test Score
• 4.2 Analysis of the Data from the Post-text Score
• 4.3 Analysis of Writing Errors in the Pre-test and Post-test
• 4.3.1 Analysis of the data from GRE-W
• 4.3.2 Analysis of the data from the first and the last peer response practice
• 4.4 Comparison of the Mean Scores in a Study Group
• 4.5 Analysis of the Data from the Pre-study and Post-study Questionnaire
• 4.6 Interview
• 4.7 Comparison of a Student's Writing Samples
• Chapter Five Conclusion
• 5.1 Major Findings
• 5.2 Conclusions of the Findings
• 5.3 Implications of the Findings for Teaching Writing
• 5.4 Limitations of the Study
• 5.5 Suggestions for Further Research
• References
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4
• Appendix 5
• Appendix 6
• Acknowledgements