教师书面反馈对高中英语写作影响的个案研究

发布时间：2018-06-12 19:01

本文选题：反馈 + 教师书面反馈　；参考：《西华师范大学》2016年硕士论文

【摘要】：写作作为语言学习的一项基本技能是语言学习者综合能力的集中体现。目前高中英语写作教学存在较多问题,那么如何有效提高学生的写作水平是英语写作教学亟待解决的问题。反馈作为写作教学的重要组成部分对提高学生的英语写作水平显得尤为重要。而教师对学生作文的书面反馈则是目前外语写作教学领域中最重要也是最常见的反馈方式,近年来备受关注。无论是传统的结果写作教学法还是目前盛行的过程写作教学法都十分重视教师书面反馈对提高学生英语写作水平的指导作用。在过去的几十年里,国内外专家和学者虽然从不同角度对教师书面反馈进行了研究,也取得了一定成果,但多数研究只关注学生受到教师书面反馈后对文章的修改情况,却对书面反馈的有效性关注较少。鉴于此,本研究力图探讨以下三个问题:1.二语写作背景下教师书面反馈有何特征?2.不同类型的教师书面反馈对学生英语写作有何影响?3.收到教师书面反馈后,学生对此有何态度和偏好?本研究选取四川省南充市高级中学(嘉陵校区)高中一年级(24)班的的英语老师和该班50名学生为研究对象,采集了该班50名学生经过教师书面反馈后的6次作文样本,旨在深入了解教师书面反馈对高中生英语写作的影响以及学生对不同类型的教师书面反馈(纠错性反馈、非纠错性反馈)有何态度和偏好。整个研究通过作文样本、问卷和访谈来收集数据,采用了SPSS19.0对数据进行分析。实验结果表明:(1)教师不仅重视对学生作文表层内容方面的反馈,也重视对文章深层内容的反馈。在纠错反馈中,教师倾向更加明确的反馈方式;而在非纠错反馈中,则更加重视对文章思想内容的反馈,这样的反馈方式深受学生支持和欢迎。(2)无论是纠错性反馈还是非纠错性反馈都对学生的英语写作水平具有促进作用。(3)绝大多数学生对教师书面反馈持积极态度,希望得到更加直接的纠错反馈以及具体的且有针对性的教师评语。这一研究对探索教师如何为学生的英语写作提供更加有效的反馈具有重要的启发意义。最后本文指出了研究中存在的不足以及对本研究的后期展望。
[Abstract]:As a basic skill of language learning, writing is the concentrated embodiment of language learners' comprehensive ability. At present, there are many problems in English writing teaching in senior high school, so how to improve students' writing level effectively is an urgent problem to be solved in English writing teaching. As an important part of writing teaching, feedback plays an important role in improving students' English writing level. The teacher's written feedback on students' composition is the most important and common feedback method in the field of foreign language writing teaching, which has attracted much attention in recent years. Both the traditional resultant writing method and the popular process writing approach attach great importance to the guiding role of teachers' written feedback in improving students' English writing proficiency. In the past few decades, although experts and scholars at home and abroad have studied the teacher's written feedback from different angles and achieved certain results, most of the research only focused on the revision of the article after the students received the written feedback from the teacher. But little attention is paid to the effectiveness of written feedback. In view of this, this study tries to explore the following three questions: 1. What are the characteristics of teacher's written feedback in the context of second language writing? How do different types of teachers' written feedback affect students' English writing? What are the students' attitudes and preferences after receiving written feedback from teachers? In this study, English teachers and 50 students from Grade 24 of Senior Middle School (Jialing Campus) in Nanchong City, Sichuan Province, were selected as the subjects of the study. Six compositions were collected from 50 students in this class after written feedback from teachers. The purpose of this study is to understand the influence of teacher written feedback on senior high school students' English writing and their attitudes and preferences towards different types of teachers' written feedback (error-correcting feedback and non-error-correcting feedback). The whole study collected data through composition sample, questionnaire and interview. SPSS 19.0 was used to analyze the data. The experimental results show that teachers attach importance not only to feedback on the surface content of students' composition, but also to the deep content of the article. In error-correction feedback, teachers tend to have a more explicit way of feedback, while in non-error-correcting feedback, more attention is paid to the feedback of the ideological content of the article. This kind of feedback is supported and welcomed by students. 2) both error-correcting and non-error-correcting feedback have a positive effect on the students' English writing. 3) most students have a positive attitude towards the teacher's written feedback. Hope to get more direct error correction feedback and specific and targeted teacher comments. This study is instructive to explore how teachers can provide more effective feedback for students' English writing. Finally, this paper points out the shortcomings of the research and the future prospects of this study.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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