同伴反馈与初中生英语写作能力的相关性研究
发布时间：2022-11-04 19:51
写作是初中英语学习最重要的基本技能之一。现如今,英语学科核心素养和新课标都对初中英语写作教学提出了更高的要求。与此同时,课程改革要求改革评价方式,注重以学生为中心,将终结性评价与形成性评价相结合。然而“学生写,教师改”这一传统的教师中心写作教学方式关注结果而忽视过程,不能从根本上提升学生的英语写作能力。为应对挑战和探索可行途径提高学生英语写作能力,许多专家和从业者将他们的研究聚焦于同伴反馈这一崭新的写作教学途径。本文试图从实证的角度探究同伴反馈与初中生英语写作能力的相关性。具体有以下两个研究问题:第一:同伴反馈对初中生写作能力的哪些具体方面有提高作用?第二:同伴反馈是如何影响初中生英语写作能力的?影响程度如何?作为一项实证研究,本研究在浙江省某一重点初中八年级的两个班展开,选定了其中12名（6对）学生作为同伴反馈实验研究对象。持续时间约10周。为深入考察同伴反馈对初中生英语写作的影响,研究者收集了学生在前测、后测和四次同伴反馈过程中完成的写作文本、同伴反馈中的书面评语和互动对话。研究者在实验过程中进行了课堂观察并在实验结束后收集了问卷数据,以此进一步了解实验学生对同伴反馈的看法。本实验...
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Overview of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Peer Feedback
2.1.1 Definitions of Peer Feedback
2.1.2 Types of Peer Feedback
2.1.3 Functions of Peer Feedback
2.2 English Writing Teaching
2.2.1 Writing Abilities
2.2.2 Process Writing
2.3 Related Research on Peer Feedback in ESL/EFL Writing
2.3.1 Studies of Peer Feedback Training
2.3.2 What Happens During Peer Feedback
2.3.3 Students’ Perceptions of Peer Feedback
2.3.4 Effects of Peer Feedback on Writing Abilities
2.4 Theoretical Foundations
2.4.1 Vygotsky’s Sociocultural Theory
2.4.2 Collaborative Learning
2.4.3 Long’s Interaction Hypothesis and Swain’s Pushed Output
CHAPTER THREE RESEARCH METHODOLOGY
3.1 Research Questions
3.2 Research Setting and Participants
3.3 Research Methods and Instruments
3.3.1 Discourse Analysis
3.3.2 Test
3.3.3 Recordings
3.3.4 Survey
3.3.5 Classroom Observation
3.4 Procedures
3.5 Data Collection
3.5.1 Students’ Completed Texts
3.5.2 Peer Written Comments
3.5.3 Peer Dyads Talks
3.5.4 Questionnaire
CHAPTER FOUR RESULTS AND ANALYSIS
4.1 The Effect of Peer Feedback on the Students’ Writing Abilities
4.1.1 Quantitative Analysis and Results
4.1.2 Qualitative Analysis and Results
4.1.3 Summary
4.2 Exploring Peer Feedback Effects on Writing Abilities
4.2.1 Peer Written Comments
4.2.2 Negotiation in Peer Dyads Talks
4.3 Students’ Perceptions towards Peer Feedback Experience
4.3.1 Students’ Overall Attitudes to Peer Feedback
4.3.2 Students’ Perceptions towards Peer Feedback Activities
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Implications and Suggestions
5.3 Limitations and Further Research
REFERENCES
中文参考文献
APPENDICES
Appendix 1 Questionnaire
Appendix 2 Peer Feedback Sheets
Appendix 3 Scoring Rubrics
Appendix 4 The Pretest Writing Task
Appendix 5 The Posttest Writing Task
Appendix 6 Peer Feedback Writing Tasks
Appendix 7 Samples of Students’ Texts in Pretest and Posttest
Appendix 8 Samples of Students’ Texts in Peer Feedback Sessions
ACKNOWLEDGEMENTS
【参考文献】：
期刊论文
[1]例谈高中英语微写作及其教学设计原则[J]. 凌勇. 英语学习. 2017(07)
[2]英语学科能力及其表现研究[J]. 王蔷,胡亚琳. 教育学报. 2017(02)
[3]探讨英语高考改革“第一考”[J]. 葛炳芳,夏谷鸣,周瑜,费胜昌,朱旭彬,朱崇军,樊厚义,王东君. 英语学习. 2017(01)
[4]浙江省高考英语写作试题历时分析与教学建议[J]. 张强. 基础外语教育. 2016(01)
[5]英语写作同伴互评中的评价导引[J]. 方静. 教学月刊·中学版（教学参考）. 2014(08)
[6]基于社会文化活动理论的二语写作同伴反馈系统模型构建[J]. 于书林,Icy Lee. 山东外语教学. 2013(05)
[7]同伴反馈在初中英语写作教学中的运用研究[J]. 张利琴. 江苏教育研究. 2012(08)
[8]同伴反馈视野下探究高中英语写作课堂教学设计——以《高中优秀教案》之第二单元写作为例[J]. 谷晶晶. 英语教师. 2011(08)
[9]中国大学生英语写作在线同伴反馈和教师反馈对比研究[J]. 蔡基刚. 外语界. 2011(02)
[10]同侪互评与教师评阅在英语专业写作课中的对比研究[J]. 纪小凌. 解放军外国语学院学报. 2010(05)
本文编号：3701230
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Overview of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Peer Feedback
2.1.1 Definitions of Peer Feedback
2.1.2 Types of Peer Feedback
2.1.3 Functions of Peer Feedback
2.2 English Writing Teaching
2.2.1 Writing Abilities
2.2.2 Process Writing
2.3 Related Research on Peer Feedback in ESL/EFL Writing
2.3.1 Studies of Peer Feedback Training
2.3.2 What Happens During Peer Feedback
2.3.3 Students’ Perceptions of Peer Feedback
2.3.4 Effects of Peer Feedback on Writing Abilities
2.4 Theoretical Foundations
2.4.1 Vygotsky’s Sociocultural Theory
2.4.2 Collaborative Learning
2.4.3 Long’s Interaction Hypothesis and Swain’s Pushed Output
CHAPTER THREE RESEARCH METHODOLOGY
3.1 Research Questions
3.2 Research Setting and Participants
3.3 Research Methods and Instruments
3.3.1 Discourse Analysis
3.3.2 Test
3.3.3 Recordings
3.3.4 Survey
3.3.5 Classroom Observation
3.4 Procedures
3.5 Data Collection
3.5.1 Students’ Completed Texts
3.5.2 Peer Written Comments
3.5.3 Peer Dyads Talks
3.5.4 Questionnaire
CHAPTER FOUR RESULTS AND ANALYSIS
4.1 The Effect of Peer Feedback on the Students’ Writing Abilities
4.1.1 Quantitative Analysis and Results
4.1.2 Qualitative Analysis and Results
4.1.3 Summary
4.2 Exploring Peer Feedback Effects on Writing Abilities
4.2.1 Peer Written Comments
4.2.2 Negotiation in Peer Dyads Talks
4.3 Students’ Perceptions towards Peer Feedback Experience
4.3.1 Students’ Overall Attitudes to Peer Feedback
4.3.2 Students’ Perceptions towards Peer Feedback Activities
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Implications and Suggestions
5.3 Limitations and Further Research
REFERENCES
中文参考文献
APPENDICES
Appendix 1 Questionnaire
Appendix 2 Peer Feedback Sheets
Appendix 3 Scoring Rubrics
Appendix 4 The Pretest Writing Task
Appendix 5 The Posttest Writing Task
Appendix 6 Peer Feedback Writing Tasks
Appendix 7 Samples of Students’ Texts in Pretest and Posttest
Appendix 8 Samples of Students’ Texts in Peer Feedback Sessions
ACKNOWLEDGEMENTS
【参考文献】：
期刊论文
[1]例谈高中英语微写作及其教学设计原则[J]. 凌勇. 英语学习. 2017(07)
[2]英语学科能力及其表现研究[J]. 王蔷,胡亚琳. 教育学报. 2017(02)
[3]探讨英语高考改革“第一考”[J]. 葛炳芳,夏谷鸣,周瑜,费胜昌,朱旭彬,朱崇军,樊厚义,王东君. 英语学习. 2017(01)
[4]浙江省高考英语写作试题历时分析与教学建议[J]. 张强. 基础外语教育. 2016(01)
[5]英语写作同伴互评中的评价导引[J]. 方静. 教学月刊·中学版（教学参考）. 2014(08)
[6]基于社会文化活动理论的二语写作同伴反馈系统模型构建[J]. 于书林,Icy Lee. 山东外语教学. 2013(05)
[7]同伴反馈在初中英语写作教学中的运用研究[J]. 张利琴. 江苏教育研究. 2012(08)
[8]同伴反馈视野下探究高中英语写作课堂教学设计——以《高中优秀教案》之第二单元写作为例[J]. 谷晶晶. 英语教师. 2011(08)
[9]中国大学生英语写作在线同伴反馈和教师反馈对比研究[J]. 蔡基刚. 外语界. 2011(02)
[10]同侪互评与教师评阅在英语专业写作课中的对比研究[J]. 纪小凌. 解放军外国语学院学报. 2010(05)
本文编号：3701230
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