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二语写作错误反馈信念与策略调查

2020-12-03阅读(330)

二语写作错误反馈信念与策略调查

论文摘要

本文以二语写作教学中关于错误反馈的信念和策略为研究目标,以江苏省高校从事或曾从事写作教学的32位教师以及南京航空航天大学国际贸易专业二年级的68位同学为调查对象,采用了问卷调查和访谈等研究方法,调查了教师对反馈的认识、作文批改策略,及学生对教师反馈的看法和应对策略,通过对调查结果的分析与整理,得出如下描述性结论:1、教师的信念和策略1)90%的教师认为纠错的主要目的是为了帮助提高学生的写作水平,让他们不再犯相同的错误,但很少人考虑纠错目的的长效性。2)95%的教师认为他们应该有选择性地纠正学生的错误,但在实际批改过程中只有15%的教师采用了此种方法;其他的基本上都是全批全改。信念与实践严重脱节。3)半数的教师喜欢采用某种他们认为最有效的反馈策略。4)60%的教师认为页中或末尾的批语有助于学生,但只有40%的教师使用;25%的教师很少用。5)教师普遍认为学生对教师的反馈关注不够。2、学生的信念和策略1)96%的学生认为老师的反馈非常有用,对他们的帮助很大。2)与老师的看法相反,所有的学生都认为他们很珍惜老师的反馈;不过他们也承认尽管他们会留意老师的反馈意见,但是他们最关心的还是老师给他们作文的评分。3)对于老师所给出反馈,半数学生表示能明白。并且他们更乐于接受关于语法方面的反馈,而不是内容方面的反馈。4)对于错误的改正,最常用的策略是自我纠错,其次才是寻求帮助。5)对于多次重复作文,半数学生认为在老师反馈意见的指导下,第二稿优于初稿。以上的调查结果对写作教学有一定的启示。在二语写作课堂中,不论学生还是老师都应该认识到他们的信念和实践的差异,反思各自的实践以促进写作教与学的发展。

论文目录

  • Acknowledgements
  • Abstract
  • 摘要
  • 前言
  • Chapter One Introduction
  • Chapter Two Methodology
  • 2.1 On Feedback
  • 2.1.1 Definition of Feedback
  • 2.1.2 Classification of Error
  • 2.1.3 Efficacy of Error Feedback
  • 2.1.4 Focus of Error Feedback
  • 2.1.5 Styles of Feedback
  • 2.1.6 Feedback Strategies in L2 Writing Classroom
  • 2.2 On Belief
  • 2.2.1 Definition of Belief
  • 2.2.2 Significance of Belief
  • 2.2.3 Beliefs and Practices
  • 2.3 Study on Error Feedback
  • 2.3.1 Literature Review
  • 2.3.2 Summary
  • Chapter Three Research Design
  • 3.1 Research Questions
  • 3.2 Participants
  • 3.3 Instrument
  • 3.4 Data Collection
  • Chapter Four Teachers' Error Feedback Beliefs and Strategies
  • 4.1 Results and Discussion
  • 4.1.1 Teachers'Beliefs on Error Feedback
  • 4.1.2 Teachers'Strategies on Error Feedback
  • 4.1.3 Teachers'Concerns Regarding Error Feedback
  • 4.2 Summary
  • 4.3 Implication
  • Chapter Five Students'Responses to Teachers'Feedback
  • 5.1 Results and Discussion
  • 5.1.1 Students'Beliefs Regarding Teachers'Feedback
  • 5.1.2 Students'Strategies Regarding Teachers'Feedback
  • 5.1.3 Students'Concerns Regarding Teachers'Feedback
  • 5.2 Summary
  • Chapter Six Conclusion
  • References
  • Appendix A Questionnaire for Teacher
  • Appendix B Questionnaire for Student

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