首页> 正文

大学英语多稿写作中教师书面反馈的有效性研究

2020-12-07阅读(91)

大学英语多稿写作中教师书面反馈的有效性研究

论文摘要

英语写作作为一项重要的产出能力,受到越来越多的关注,其重要性在大学写作教学中也得到了广泛的认同。随着过程教学法在二语写作中的引入,教师大都鼓励学生对一篇作文进行多稿写作,并寻求各种反馈方式来帮助学生在写作过程中不断进行修改提高。换言之,当前写作教师的首要任务之一就是提供有效反馈。近年来,教师书面反馈的重点已经从关注语言形式转移到关注语义层面上的研究。国外相关研究在写作教师应如何平衡内容反馈与形式反馈的问题上争议颇多,在国内,此类研究寥寥无几。本文回顾了反馈的理论基础、定义和分类,简述了反馈在写作中的应用理论,阐述了相关理论与二语写作教学法的关系(如反馈与输出假设和注意假设的交互作用)。本文还通过实证研究探讨了教师书面反馈的理论与实践。为了使研究更加符合我国大学英语教学现状,本文实证研究部分首先进行了调查问卷,旨在探明中国外语学习者对教师反馈和多稿写作的看法。然后进行了实证对比研究,目的是进一步研究教师在多稿写作环境下应该如何平衡形式反馈与内容反馈才能最有效地发挥教师书面反馈的作用,进而提高非英语专业学生的英语写作水平和写作能力。三个实验组作文的第一稿到第三稿将分别接受三种不同的反馈模式,其中一个控制组为零反馈。实验数据使用SPSS14.0进行分析,使用了单因素ANOVA检验和配对样本t检验等实验工具。结论表明:所有的教师书面反馈模式对大学英语写作教学具有极大的促进作用。尽管实验结果没有明确显示哪种模式在提高学生写作方面有绝对优势,但是再一次表明了反馈的重要性,强调应该内容反馈与形式反馈并举。相对而言,如果能够选择一种切合教学对象具体实际情况的“内容—形式反馈混合模式”,将明显有助于提高学生的写作技能。

论文目录

  • 内容提要
  • Synopsis
  • CHAPTER Ⅰ INTRODUCTION
  • 1.1 CURRENT SITUATION IN WRITING TEACHING
  • 1.2 SIGNIFICANCE OF THE STUDY
  • CHAPTER Ⅱ LITERATURE REVIEW
  • 2.1 THE THEORETICAL FOUNDATION OF FEEDBACK
  • 2.1.1 Definition of Feedback
  • 2.1.2 Source of Feedback
  • 2.1.2.1 Peer Feedback
  • 2.1.2.2 Teacher Feedback
  • 2.1.3 Related Theories about Feedback
  • 2.1.3.1 Output in SLA
  • 2.1.3.2 Interaction between Feedback and Noticing
  • 2.2 VIEWS ON TEACHER WRITTEN FEEDBACK IN WRITING APPROACHES
  • 2.2.1 Development of Writing Approaches
  • 2.2.2 Teacher Written Feedback in Product-oriented Approach
  • 2.2.3 Teacher Written Feedback in Process-oriented Approach
  • 2.3 FOCUSES OF TEACHER WRITTEN FEEDBACK
  • 2.3.1 Content-focused Feedback
  • 2.3.2 Form-focused Feedback
  • 2.3.3 Summary
  • 2.4 ERROR FEEDBACK
  • 2.4.1 Direct Feedback
  • 2.4.2 Indirect Feedback
  • 2.4.3 Summary
  • 2.5 PREVIOUS STUDIES ON TEACHER WRITTEN FEEDBACK
  • 2.5.1 Previous Studies Abroad
  • 2.5.2 Previous Studies in China
  • CHAPTER Ⅲ DESIGN FOR THE RESEARCH
  • 3.1 RESEARCH QUESTIONS
  • 3.2 RESEARCH SUBJECTS
  • 3.3 RESEARCH INSTRUMENTS
  • 3.3.1 Questionnaire
  • 3.3.2 Empirical Study
  • 3.3.2.1 Design and Measures
  • 3.3.2.2 Writing Task
  • 3.3.2.3 Feedback Category
  • 3.3.2.4 Scoring Criteria
  • CHAPTER Ⅳ RESULTS AND DISCUSSION
  • 4.1 RESULTS AND DISCUSSION ON QUESTIONNAIRE
  • 4.1.1 Present Situation of Writing for EFL Learners
  • 4.1.2 Student’s Preferences to Ways of Correcting
  • 4.1.3 Student’s Perceptions on Teacher Written Comments
  • 4.1.4 Student’s Views on Multiple-draft Composition
  • 4.2 RESULTS AND DISCUSSION OF THE EMPIRICAL STUDY
  • 4.2.1 Stage 1—Comparison between Draft 1 and Draft 2
  • 4.2.2 Stage 2—Comparison between Draft 2 and Draft 3
  • 4.2.3 Multiple Comparisons on the Overall Mean Gains
  • 4.2.4 Discussion
  • 4.2.4.1 Sensitivity to Content Feedback and Form Feedback
  • 4.2.4.2 Necessity of both Content Feedback and Form Feedback
  • 4.2.4.3 Patterns of Teacher Written Feedback
  • CHAPTER Ⅴ FINDINGS AND IMPLICATIONS
  • 5.1 MAJOR FINDINGS
  • 5.2 IMPLICATIONS FOR PEDAGOGY
  • 5.2.1 Multiple-draft Composition Correction Mode
  • 5.2.2 Roles of Composition Teacher
  • 5.2.3 Effectiveness of the Teacher Written Comments
  • CHAPTER Ⅵ CONCLUSION, LIMITATIONS AND RECOMMENDATIONS
  • 6.1 CONCLUSION
  • 6.2 LIMITATIONS OF THE RESEARCH
  • 6.3 RECOMMENDATIONS FOR FUTURE STUDY
  • REFERENCES
  • APPENDIXⅠ
  • APPENDIXⅡ
  • ABSTRACT （CHINESE）
  • ABSTRACT （ENGLISH）
  • ACKNOWLEDGEMENTS

    • 相关论文文献

    • [1].Reflection on Academic Writing[J]. 海外英语 2019(22)
    • [2].美国写作教学对我国写作教学的启示——以美国教材《Steps to Writing Well》为例[J]. 汉字文化 2020(03)
    • [3].《伪造文字:以上帝的名义》[J]. 科学与无神论 2016(06)
    • [4].Writing skills practice:A postcard from Scotland[J]. 疯狂英语(初中版) 2019(10)
    • [5].Writing skills practice:A social networking site[J]. 疯狂英语(初中版) 2019(12)
    • [6].Writing Expressions and Equations[J]. 中学生数学 2020(02)
    • [7].The Way of Writing an Attractive Cover Letter Through Receptive Aesthetic Theory[J]. 校园英语 2020(22)
    • [8].Analysis of Methods to Improve Senior High School English Writing[J]. 校园英语 2019(05)
    • [9].Analysis of writing strategies of EFL writers at the secondary level[J]. 校园英语 2019(43)
    • [10].On applying the Law of Positive Transfer in Business English Letter Writing[J]. 读与写(教育教学刊) 2009(11)
    • [11].Corpus-based Study of First Person Pronouns in Research Articles[J]. 校园英语 2016(32)
    • [12].Writing Skills Practice:About My Family[J]. 疯狂英语(初中版) 2016(12)
    • [13].Process Approach to EFL Writing Teaching[J]. 校园英语 2017(03)
    • [14].构建习作评价生态机制的实验与研究[J]. 新作文(小学作文创新教学) 2017(04)
    • [15].“人人电脑”工程（英文）[J]. 高中生 2017(18)
    • [16].Writing's On the Wall:不仅是一首歌那么简单[J]. 中学生英语 2017(22)
    • [17].An Attempt and Associated Gains of Nominalization[J]. 校园英语 2017(13)
    • [18].Discussion on Teaching Business English Writing in Higher Vocational Colleges in the Context of Micro Era[J]. 校园英语 2017(09)
    • [19].Application of Task-based Approach in English Writing[J]. 校园英语 2017(18)
    • [20].A Corpus Analysis on the Grammatical Patterns of “take” in College Students' Writing[J]. 校园英语 2017(18)
    • [21].An Analysis of Writing Skills in I.B. Singer's Neighbors[J]. 校园英语 2017(24)
    • [22].Applications of Understanding EFL Learners' Cross-culture difficulties in writing[J]. 校园英语 2017(23)
    • [23].On the CET writing requirement——How can we effectively improve students' writing ability[J]. 校园英语 2017(10)
    • [24].Group Cooperative Learning in English Writing of Junior High Schools[J]. 校园英语 2017(10)
    • [25].On the Characteristics of Noun Phrases in L2 EAP Writing[J]. 校园英语 2017(23)
    • [26].Two Innovative Approaches for Teaching Writing[J]. 校园英语 2017(21)
    • [27].A Genre Analysis of English Master Theses Acknowledgements of Universities in Sichuan[J]. 校园英语 2017(27)
    • [28].Three Effective Teaching Strategies to Improve the English Writing Ability of Middle School Students in Rural Areas of China[J]. 校园英语 2017(27)
    • [29].The Identification of the Character for “Blessing” in Ancient Chinese Writing[J]. 甲骨文与殷商史 2016(00)
    • [30].Explore Ways to Improve Students' Writing Ability[J]. 知音励志 2017(08)

    标签：;  ;  ;  ;  ;  

    大学英语多稿写作中教师书面反馈的有效性研究
    下载Doc文档

    猜你喜欢

    © 2025 毕速过 版权所有 鄂ICP备12018319号-5