高中英语教师作文反馈倾向与学生偏爱的对比调查研究

发布时间：2018-03-16 16:30

本文选题：英语写作　切入点：教师反馈　出处：《苏州大学》2016年硕士论文　论文类型：学位论文

【摘要】：作为英语学习中综合性的语言技能,写作一直倍受英语教学研究领域学者们的关注。并且,反馈一直是英语写作教学中改善学习效果不可或缺的指导性元素。外语学习者对于反馈的态度部分决定了教师反馈能否会起到积极作用。因此,本文以过程写作法、注意假设和互动假说为理论基础,对江苏盱眙高中的部分英语教师和学生实施了问卷调查和访谈,并结合学生上交的作文进行作文样本分析,对高中英语教师作文反馈倾向与学生偏爱的反馈方式对了对比研究,结论如下。绝大部分高中英语教师和学生认识到反馈在写作教学中的重要性;大部分教师批改作文和提供评语的重点是英语词汇和语法,与学生偏爱相符。教师倾向于书面批改,而学生希望教师能够将同伴互批、书面批改和面批结合起来;大部分老师不能做到批改每次上交的作文,这与学生的希望相悖;绝大部分教师会选择在批改某一层次的学生的作文时更认真一些,而学生希望教师能一视同仁;除了词汇和语法外,学生还希望得到的是关于篇章结构方面的教师反馈,而不是教师所关注的内容和思想;学生希望老师每次均能给出具体的评语,而半数以上的教师只能偶尔做到;教师通常给出的是指示式的评语,而学生更希望得到表扬式评语。研究还发现,教师本人反馈理念与实际反馈行为不一致:绝大部分教师认识到教师检查学生根据反馈修改作文的情况非常必要,但缺少监督;他们也认识到重复改写对于学生写作水平的提高很有好处,但同样缺少严格监督;教师意识到给学生的评语应以赞扬为主,而实际批改时批评和赞扬数量相差无几。本研究的启示在于:高中英语教师增加与学生的沟通以了解他们对于自己反馈方式的态度,并基于他们的合理期望来调整自己的反馈行为。最后,本研究还为如何增强教师的反馈能力,缩小教师反馈倾向与学生偏爱之间的差距提出了具体可行的方法,供教师在作文教学中参考。
[Abstract]:As a comprehensive language skill in English learning, writing has always attracted the attention of scholars in English teaching and research fields. Feedback has always been an indispensable guiding element in English writing teaching. The attitude of foreign language learners towards feedback determines whether teachers' feedback can play a positive role. Based on the hypothesis of attention and interaction hypothesis, questionnaires and interviews were conducted among some English teachers and students in Xuyi Senior High School in Jiangsu Province. A comparative study of the feedback tendency of senior high school English teachers and students' preference is made. The conclusions are as follows: most senior high school English teachers and students realize the importance of feedback in writing teaching; Most teachers focus on English vocabulary and grammar, which is in line with students' preference. Teachers tend to make written corrections, while students hope that teachers will be able to combine peer, written and face reviews. Most teachers are unable to correct the composition that is handed in each time, which is contrary to the students' hope; most teachers will choose to be more serious in correcting the composition of students at a certain level, while students hope that the teacher can treat the teacher equally. In addition to vocabulary and grammar, students also want teacher feedback on the structure of the text, rather than what the teacher is concerned with, and they want the teacher to give specific comments every time. More than half of teachers can only do it occasionally; teachers usually give indicative comments, while students prefer praise. The study also found that, The teachers' feedback idea is inconsistent with the actual feedback behavior: most teachers realize that it is necessary for teachers to check the students' revision of composition according to the feedback, but lack of supervision; They also recognized the benefits of repetition in improving students' writing skills, but also the lack of strict supervision; and teachers realized that the comments given to students should be based on praise, The implications of this study are that high school English teachers increase their communication with students in order to understand their attitude towards their own feedback. And based on their reasonable expectations to adjust their feedback behavior. Finally, this study also provides concrete and feasible methods for how to enhance teachers' feedback ability and narrow the gap between teachers' feedback tendency and students' preference. For teachers in composition teaching reference.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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