直接和间接书面修正性反馈对初中生英语写作影响的研究

发布时间：2018-05-06 02:21

本文选题：英语写作 + 直接修正性反馈　；参考：《华中师范大学》2016年硕士论文

【摘要】：英语写作在英语的四项基本技能中占据重要地位,它是学生英语语言能力的综合反映。而且,作为一项产出性技能,它在英语交际过程中发挥着越来越必不可少的作用。为此,英语写作在教育教学中的重要性日渐显著,尤其在以英语作为外语的国家。但是,中国学生们薄弱的英语写作能力却是一个让人着实担忧的话题。处于英语学习基础阶段的初中生更为严重。为此,国内外的学者们纷纷将目光放在教师书面修正性反馈及其有效性的研究上。但是,至今,二语习得领域以及英语写作教学领域的学者们对修正性反馈是否有助于学生英语写作准确率的提高以及哪种反馈效果更有效仍莫衷一是。除此之外,教师书面修正性反馈是否会降低学生整体英语写作质量也逐渐成为学者们关注的话题。但是相比国外对修正性反馈的研究,国内的研究不仅在数量上明显不足,而且大多都是基于理论层面。少量的实证研究是也大多针对国内大学生或者高中生,对初中生的英语写作的研究寥寥无几。因此,本研究旨在探索教师书面修正性反馈中的直接反馈和间接反馈对初中生英语写作准确性的提高以及整体写作质量的影响情况,同时了解初中年级学生对待英语写作以及教师书面修正性反馈的态度和偏好。本研究是以湖北省武汉市鲁巷中学的30名初中生为研究对象首先进行为期六周的写作实验。实验中,研究对象被分成两组,一组接受教师的直接反馈,即由教师指出错误并提供正确的语言形式；另一组接受同一教师给予的间接反馈,即教师在错误处划线并标出错误类型但由学生自己改正。第一次和最后一次未批改作文中的错误率以及教师参照湖北省中考英语作文得分标准给出的作文综合评分由作者收集后利用SPSS进行统计。前者运用独立样本t检验和配对样本t检验进行对比分析直接反馈和间接反馈对初中生英语写作准确率的不同影响；后者则运用单因素方差分析来检验学生实验前后的写作质量是否下降。最后,通过问卷调查的形式了解初中生对待英语写作和教师书面修正性反馈的态度以及对直接反馈和间接反馈的偏好。研究发现有以下三点：1.直接修正性反馈和间接修正性反馈都有助于初中生英语写作准确性的提高。而且,直接反馈的效果优于间接反馈。2.直接反馈和间接反馈在英语写作教学中的应用都不会降低初中生整体英语写作质量。3.初中生对教师书面修正性反馈持正面态度。他们大多数期望得到教师的反馈,尤其是直接反馈。本研究立足中国外语教学背景为有关教师书面修正性反馈的研究提供了理论依据和实证素材,并为今后中国初中阶段外语写作教学提供了启示。
[Abstract]:English writing plays an important role in the four basic English skills, which is a comprehensive reflection of students' English language ability. Moreover, as a productive skill, it plays a more and more essential role in English communication. Therefore, English writing is becoming more and more important in education and teaching, especially in countries where English is used as a foreign language. However, the poor English writing ability of Chinese students is a serious concern. Junior high school students in the basic stage of English learning are more serious. For this reason, scholars at home and abroad have focused on the research of teachers' written revised feedback and its effectiveness. However, up to now, scholars in the field of second language acquisition and English writing teaching have been divided as to whether the modified feedback can improve the accuracy of students' English writing and what kind of feedback is more effective. In addition, whether teachers' written feedback will reduce the overall quality of students' English writing has gradually become a topic of concern to scholars. However, the domestic research is not only insufficient in quantity, but also based on theory. A small number of empirical studies are also mostly aimed at domestic college students or high school students, and there are very few researches on junior high school students' English writing. Therefore, the purpose of this study is to explore the effects of direct and indirect feedback on the accuracy of English writing and the overall writing quality of junior high school students. At the same time, we understand the attitude and preference of junior high school students towards English writing and teachers' written feedback. In this study, 30 junior high school students in Luxiang Middle School in Wuhan City, Hubei Province, were selected as the subjects of a six-week writing experiment. In the experiment, the subjects were divided into two groups: one group received direct feedback from the teacher, that is, the teacher pointed out the error and provided the correct language form, the other group received indirect feedback from the same teacher. The teacher underlined the error and marked the type of error, but the student corrected it himself. The rate of errors in the first and last uncorrected compositions and the comprehensive scores given by the teachers according to the score standard of the English composition in the middle school of Hubei Province are collected by the author and counted by SPSS. The former uses independent sample t test and paired sample t test to analyze the different effects of direct and indirect feedback on the English writing accuracy of junior high school students. The latter uses single-factor ANOVA to test whether the students' writing quality is declining before and after the experiment. Finally, the attitude of junior high school students towards English writing and teachers' written revised feedback and their preference for direct and indirect feedback are investigated by questionnaire. The study found the following three points: 1: 1. Both direct and indirect corrective feedback can improve the English writing accuracy of junior high school students. Moreover, the effect of direct feedback is better than that of indirect feedback. The application of direct feedback and indirect feedback in English writing teaching will not reduce the overall English writing quality of junior high school students. Junior high school students have a positive attitude towards teachers' written revised feedback. Most of them expect feedback from teachers, especially direct feedback. Based on the background of Chinese foreign language teaching, this study provides theoretical basis and empirical material for the study of teachers' written revised feedback, and provides enlightenment for the teaching of foreign language writing in junior middle school in China.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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