同伴反馈及其对非英语专业写作教学的影响 ——以江西教育学院为个案研究

论文摘要

本个案研究力图探讨同级反馈对非英语专业写作教学的影响。此研究旨在探究非英语专业学习者对同级反馈的态度,揭示英语写作教学环境下过程教学法中的同级反馈是否影响学生的作文修改,及其对学生作文整体质量所起到的作用。笔者通过运用调查问卷、作文、前测后测和个人访谈等工具对江西教育学院25名非英语专业大一学生进行了个案实验研究,对所采集的数据进行了详细分析。通过分析,得出以下研究结论:1、整体而言,不管是作为反馈发送者还是接受者,学生对同级反馈都持肯定态度。然而,学习者认为同伴提供的反馈意见比自身阅改同伴作文对作文修改更有帮助。2、如果教师会提供反馈,超过半数学生不确定同学之间互改比由教师批改作文、提出问题、下评语对作文的修改更有帮助,而且几乎所有的学习者更情愿获得来自同学和教师的反馈。3、学生修改作文时,吸收了大量的同级反馈。获得和吸收同级反馈的数量表明,学生非常重视同级反馈,并且认为大多数同级反馈合理。就语言的五个方面而言,学习者对词汇与技术性细节方面的反馈最多,结构方面最少,这与他们吸收反馈的情况基本一致。然而,学习者获得和吸收反馈还是存在小差异,即学生获得更多词汇方面的反馈,与之相反,学习者在修改中却吸收更多的技术性细节方面反馈。4、学习者后测获得比前测稍高的分数。为期两个月同级反馈的训练对学生英语水平的提高影响不显著。同时,后测中五个语言方面的分数也稍有提高,尤其是技术性细节方面进步最大,而语法词汇方面进步最小。此项个案研究结果对中国非英语专业英语写作教学具有一定的指导意义。在非英语专业写作教学中,教师应提倡应用同级反馈。运用同级反馈时,教师应在充分准备、精心组织的基础上,使其充分发挥效用。再者,学生认为,同级反馈不能代替教师反馈,所以,运用同级反馈的同时也应给予教师反馈,以促进学习者英语写作水平。

论文目录

• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Background and significance of the study
• 1.1.1 Current situation of English writing teaching in China
• 1.1.2 Current situation of writing researches on peer feedback in the process approach
• 1.2 Framework of the paper
• Chapter 2 Literature review
• 2.1 The concept of feedback
• 2.1.1 Definition of feedback
• 2.1.2 Teacher feedback
• 2.1.3 Peer feedback in revision
• 2.1.4 The conflict between teacher and peer feedback
• 2.2 The research into peer feedback in the ESL/EFL writing class home and abroad
• 2.2.1 The effectiveness of peer feedback
• 2.2.2 The ineffectiveness of the peer feedback
• 2.3 Process approach
• 2.4 The input hypothesis
• 2.5 The output hypothesis
• Chapter 3 Research methodology
• 3.1 Research questions
• 3.2 Subjects
• 3.3 Materials
• 3.4 Procedures of training students
• 3.5 Instruments
• 3.5.1 Three draft tasks
• 3.5.2 The questionnaire
• 3.5.3 Pretest writing and posttest writing
• 3.5.4 Semi-structured interviews
• 3.6 Data Collection
• 3.6.1 Pretest and posttest writing
• 3.6.2 Drafts, peer feedback comments and revision
• 3.6.3 Questionnaire
• 3.6.4 Semi-structured interviews
• Chapter 4 Results and Discussion
• 4.1 Results and discussion of Questionnaire
• 4.1.1 Students’perception of peer written comments
• 4.1.2 Students’view on the benefits from peer feedback
• 4.1.3 Students’view on preference for teacher’s or students’feedback on their paper
• 4.2 Results and discussion of drafts, comments and revisions
• 4.2.1 The overall peer feedback received and its influence on different language aspects
• 4.2.2 The overall peer feedback incorporated
• 4.2.3 The different language aspects of Peer feedback in revision
• 4.3 Results and discussion of the pretest and posttest writing
• 4.3.1 Comparison of the overall scores of composition in pretest and posttest
• 4.3.2 Comparison of the scores on five language aspects of composition in pretest and posttest
• 4.4 The analysis of interview
• Chapter 5 Conclusion
• 5.1 Major findings
• 5.2 Pedagogical Implications
• 5.3 Limitation of the study and suggestion for future research
• References
• Appendix A: Peer feedback sheet
• Appendix B: Questionnaire
• Appendix C: Interview questions
• Appendix D: Descriptors of Language Aspects
• 在学期间公开发表论文及著作情况
• Acknowledgements