一项有关初中生对教师的英语作文书面反馈态度的调查
本文关键词： 书面反馈 态度 喜好 英语写作 出处：《江西师范大学》2016年硕士论文 论文类型：学位论文
【摘要】：随着19世纪70年代过程写作法的引进,书面反馈受到越来越多的关注。为了提高书面反馈的有效性,学者进行了许多研究。国外的研究主要集中在探究纠错性改错的有效性和不同类型的书面反馈的有效性上。并没有很多的研究致力于探究学生对于书面反馈的态度和喜好上。而且国外的研究大多是在英语作为二语的情境下进行的,研究对象也大多是大学生。所以有必要在我国的中学里调查学生对于书面反馈的态度。本研究利用问卷和访谈调查了学生对于书面反馈的态度和喜好情况。希望通过此次研究提高初中英语写作书面反馈的有效性。在以前研究的基础上,本次研究调查了初中生对于英语写作课中教师书面反馈的态度和喜好情况。研究对象是153名来自景德镇九中3个不同班级的初二学生。他们被要求填写一份“英语写作教学教师书面反馈态度喜好调查”的问卷。这份问卷是依据Icy lee研究中所用的问卷所设计的。问卷调查结束后,随机请了六名学生进行访谈。研究所得出的定量数据通过SPSS进行分析。作者对于定性数据进行了转写和整理。本研究意在回答四个问题:(1)学生对于英语写作的态度是怎样的?(2)学生收到了怎样的书面反馈?(3)学生对于教师书面反馈的态度和喜好情况如何?(4)学生是如何对待教师的书面反馈的?本研究主要取得以下研究结果:(1)大多数学生对于英语写作抱有积极的态度。大多数学生认识到了英语写作的重要性而且对英语写作抱有兴趣同时充满信心。(2)大多数学生指出他们得到的作文评语是指点式的,得到的评语内容是关于语法和词汇的。大多数学生指出语法反馈是他们最常得到的书面反馈。(3)学生对于书面反馈抱有积极的态度。大部分学生认为教师书面反馈是必要的也是有帮助的。关于学生对于教师书面反馈的喜好,大多数学生偏好于具体详细的评语,语法反馈,直接反馈,全面反馈。(4)大部分学生都会积极的对待教师的反馈。他们会看分数,评语并进行修改。根据数据结果和分析,本文作者提出了一些建议。第一,老师应该既重视语法反馈也重视内容反馈;第二,建议老师运用同伴反馈和自我修改等方式来培养学生自主性;第三,建议老师在写作课中运用过程写作法;第四,老师应该运用一些策略来减轻反馈中批评语的力度;第五,老师应该加强与学生之间的交流。根据不同写作任务和不同的学生对书面反馈做适当的调整。
[Abstract]:With the introduction of the process writing method in 1870s, more and more attention has been paid to the written feedback in order to improve the effectiveness of the written feedback. Scholars have done a lot of research. Foreign studies have mainly focused on the effectiveness of error-correction and the effectiveness of different types of written feedback. There is not much research devoted to exploring the state of students' written feedback. In terms of degree and preference, foreign studies are mostly conducted in the context of English as a second language. Therefore, it is necessary to investigate the students' attitude towards written feedback in middle schools in our country. This study uses questionnaires and interviews to investigate students' attitudes and preferences for written feedback. This study will improve the effectiveness of written feedback in junior high school English writing. This study investigated junior high school students' attitudes and preferences towards written feedback from teachers in English writing classes. The subjects were 153 junior high school students from three different classes in Jingdezhen Middle School. They were asked to fill out a copy. " This questionnaire is based on the questionnaire used in the Icy lee study. Six students were randomly asked to interview. The quantitative data obtained from the study were analyzed by SPSS. The author transcribes and collates the qualitative data. The purpose of this study is to answer four questions: 1). What is the attitude of students towards English writing? What kind of written feedback did the student receive? What are the students' attitudes and preferences towards the teacher's written feedback? How do students treat written feedback from teachers? The main results of this study are as follows: 1). Most students have a positive attitude towards English writing. Most students realize the importance of English writing and have an interest in English writing. Most students point out that the comments they get are dotted. The comments they get are about grammar and vocabulary. Most students point out that grammatical feedback is the most common written feedback they get. Students have a positive attitude towards written feedback. Most students think that teachers' written feedback is necessary and helpful. About students' preference for teachers' written feedback. Most students prefer specific detailed comments, grammar feedback, direct feedback, overall feedback. 4) most students will actively treat teachers' feedback. They will see scores. According to the data results and analysis, the author puts forward some suggestions. First, teachers should pay attention to both grammatical feedback and content feedback; Secondly, it is suggested that teachers should use peer feedback and self-modification to cultivate students' autonomy. Thirdly, it is suggested that the teacher should use the process writing method in the writing class. In 4th, teachers should use some strategies to reduce the intensity of criticism in the feedback; In 5th, teachers should strengthen communication with students. Make appropriate adjustments to written feedback according to different writing tasks and different students.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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