中国高中英语写作教学中关于教师反馈的研究

论文摘要

写作在英语语言学习中占有重要的地位,学生对教师反馈的态度和策略对反馈的有效性有着重要的影响。本研究以过程写作法、输出假设为理论基础,用问卷调查与访谈的方式对苏州市第一中学高二两个班84名学生进行了调查研究,探讨了中国高中英语写作教学中不同水平的学生对不同的教师反馈的态度和策略。通过问卷调查与访谈和数据分析,结论如下:大多数学生重视教师反馈,并能用不同策略利用反馈,教师的反馈能够帮助学生提高写作能力。但是学生对反馈的需求与所给予的反馈之间仍存在差异。本研究结果的意义在于引起学界充分注意和探讨,教师有必要了解学生对教师反馈的态度和看法,针对不同水平学习者的特点具体情况具体对待,反馈时不应该把过度的精力放在语法上,而是形式与内容并重,从而帮助学生提高英语写作水平。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Objectives and Significance of the Study
• 1.3 Literature Review
• 1.4 Organization of the Thesis
• Chapter Two Types of Feedback
• 2.1 Positive Feedback and Negative Feedback
• 2.2 Evaluative Feedback and Formative Feedback
• 2.2.1 Evaluative Feedback
• 2.2.1.1 Direct Feedback
• 2.2.1.2 Indirect Feedback
• 2.2.2 Formative Feedback
• 2.2.2.1 Formative Feedback Illustration
• 2.2.2.2 Features of Formative Feedback
• 2.3 Comparing Evaluative Feedback and Formative Feedback
• 2.4 Peer Feedback
• Chapter Three Theoretical Underpinnings
• 3.1 Process Writing Approach
• 3.2 Output Hypothesis
• Chapter Four Methodology
• 4.1 Research Questions
• 4.2 Subjects
• 4.3 Research Instruments
• 4.3.1 Questionnaire
• 4.3.2 Interviews
• 4.4 Procedures
• 4.5 Data Collection
• 4.6 Data Analysis
• Chapter Five Results and Discussion
• 5.1 Results of Questionnaire Survey
• 5.1.1 The Extent of Attention to Teacher Feedback on Five Language Aspects
• 5.1.2 The Extent of Attention to Positive and Negative Teacher Feedback
• 5.1.3 The Extent of Attention to Formative and Evaluative Teacher Feedback
• 5.1.4 Strategies Taken by Students after Receiving Teacher Feedback
• 5.1.5 Different Attitudes to Peer Feedback
• 5.2 The Results of Interviews
• 5.3 General Discussion
• Chapter Six Conclusion and Implications
• 6.1 Conclusion
• 6.2 Limitations of this Study
• 6.3 Implications for Future Research and Writing Teaching in China
• Appendix
• Reference