社会认知视角下学生英语写作的自我调节性修改研究
发布时间：2022-12-11 01:03
学生写作发展离不开修改。在计算机辅助学习时代,修改越来越成为自我调节性写作活动。学生可以通过目标设定的认知策略或同学互评的社会策略调节修改行为。前期研究或植根于个人认知立场,或植根于社会认知立场,仅研究写作目标或同学互评各自对写作修改的影响,忽略了写作自我调节的社会认知视角下,修改是写作目标驱动和同学互评共同作用的结果。本研究基于社会认知视角下的写作自我调节理论,结合了以往研究的两条主线,剖析写作目标和同学互评对写作自我调节性修改的协同作用,以便了解如何进一步促进写作修改。本文主要研究三个问题:在网上写作学习情境中,学生进行了哪些自我调节性修改,效果如何?目标设定和同学互评这两种社会认知策略有何具体特征?自我调节性修改在质与量上如何与写作目标和同学互评相关?在研究设计上,本研究首次提取学生自发生成的写作目标,用于分析修改与个人目标调节的共现关系。此外,同学互评作为社会策略,涉及两方面的学习机会,一方面得到评价和建议,另一方面还从评价他人习作中得到反思。这两方面的内容在本研究中都以文字形式提取,从而综合判断修改的多样化来源。135名美国大学生参与了此次研究。在一个十六周的学期,学生们根据...
【文章页数】：249 页
【学位级别】：博士
【文章目录】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
CHAPTER 1 INTRODUCTION
1.1 RESEARCH BACKGROUND OF THE STUDY
1.2 SCOPE OF THE STUDY
1.3 OBJECTIVE OF THE STUDY
1.4 SIGNIFICANCE OF THE STUDY
1.5 AN OVERVIEW OF CHAPTERS
CHAPTER 2 LITERATURE REVIEW
2.1 THE CONCEPT OF REVISION
2.2 PREVIOUS STUDIES ON REVISION
2.2.1 Categorizations of revision
2.2.2 Differences of revision between skilled and unskilled writers
2.2.3 Strategies of revision
2.3 THE CONCEPT OF SELF-REGULATED REVISION
2.4 PREVIOUS STUDIES ON SELF-REGULATION IN WRITING
2.4.1 Self-regulation and writing
2.4.2 Goal setting and writing
2.4.3 Peer review and writing
2.5 POINTS OF DEPARTURE FROM PREVIOUS STUDIES
CHAPTER 3 THEORETICAL PERSPECTIVE
3.1 THE SOCIO-COGNITIVE PERSPECTIVE
3.2 A SOCIO-COGNITIVE PERSPECTIVE OF WRITING
3.2.1 Writing as a cognitive goal-driven process
3.2.2 Writing as a social cognitive peer-mediated process
3.2.3 Writing as an integrated cognitive and social cognitive process
3.3 A SOCIO-COGNITIVE PERSPECTIVE OF SELF-REGULATED REVISION
3.3.1 Writing as a process of revision
3.3.2 Writing and revision as a self-regulated process from a socio-cognitive perspective
CHAPTER 4 RESEARCH DESIGN
4.1 RESEARCH QUESTIONS
4.2 RESEARCH SETTING AND PARTICIPANTS
4.3 MATERIALS FOR ONLINE WRITING AND PEER REVIEW
4.4 RESEARCH PROCEDURES
CHAPTER 5 AN ANALYSIS OF SELF-REGULATED REVISION
5.1 A MULTI-DIMENSIONAL TAXONOMY OF SELF-REGULATED REVISION
5.1.1 Illustration of revision identification
5.1.2 Dimensions of self-regulated revision
5.2 QUALITATIVE ANALYSIS OF SELF-REGULATED REVISION
5.2.1 Low level surface changes
5.2.2 Low level meaning changes
5.2.3 High level meaning changes
5.3 QUANTITATIVE ANALYSIS OF SELF-REGULATED REVISION
5.3.1 Numbers and sizes of self-regulated revision
5.3.2 Effects of self-regulated revision
5.4 SUMMARY
CHAPTER 6 AN ANALYSIS OF SOCIAL COGNITIVE STRATEGIES OF REVISION .
6.1 WRITING GOALS
6.1.1 Free response writing goals
6.1.2 Writing goal survey
6.2 PEER REVIEW
6.2.1 Received peer comments
6.2.2 Self-reflections from peer review
6.3 SUMMARY
CHAPTER 7 THE RELATION BETWEEN SELF-REGULATED REVISION AND SOCIAL COGNITIVE STRATEGIES
7.1 QUALITATIVE ANALYSIS OF THE OVERLAP BETWEEN REVISION AND SOCIAL COGNITIVE STRATEGIES
7.1.1 Revision overlapping with a cognitive strategy
7.1.2 Revision overlapping with social strategies
7.1.3 Revision overlapping with social cognitive strategies
7.2 QUANTITATIVE ANALYSIS OF THE ASSOCIATION BETWEEN REVISION AND SOCIAL COGNITIVE STRATEGIES
7.2.1 Quantitative coding measures and procedures
7.2.2 The distribution and overlap percentage of revision with social cognitive strategies .
7.3 GENERAL DISCUSSION
7.3.1 The nature and role of writing goals
7.3.2 The nature and role of peer review
7.3.3 The aggregation effects of social cognitive strategies of revision
CHAPTER 8 CONCLUSION
8.1 GENERAL FINDINGS OF THE STUDY
8.2 CONTRIBUTIONS OF THE STUDY
8.3 IMPLICATIONS OF THE STUDY
8.4 LIMITATIONS OF THE STUDY
8.5 SUGGESTIONS FOR FURTHER STUDY
REFERENCES
APPENDIX A WRITING PROMPTS FOR TWO PAPERS
APPENDIX B PEER REVIEW GUIDELINES- INVOLVING COMMENTS AND RATING RUBRICS
APPENDIX C THE WRITING GOAL SURVEY
APPENDIX D STUDENT PAPER SAMPLES
PUBLICATIONS DURING THE AUTHOR’S DOCTORAL STUDY
【参考文献】：
期刊论文
[1]大学生英语写作焦虑自我调节策略研究[J]. 马洁,董攀. 外语界. 2017(05)
[2]英语写作中的同伴反馈与教师反馈对比研究[J]. 张义芬. 山东外语教学. 2017(03)
[3]写作自动评估系统对中国大学生英语写作水平影响的历时研究[J]. 王淑雯. 山东外语教学. 2017(02)
[4]二语写作互动中的纠错反馈:争议与对策[J]. 李学晋. 语言教学与研究. 2017(01)
[5]Peerceptiv互评系统辅助学生英语写作的研究[J]. 张福慧,狄艳华,Christian D.Schunn. 外语电化教学. 2016(04)
[6]基于自动评价系统的第二写作过程研究[J]. 卢鹿. 外语界. 2016(02)
[7]修正性反馈对提高ESL写作水平的影响——以不同国籍学习者为考察维度[J]. 王松. 外语学刊. 2015(03)
[8]基于批改网的大学英语自主写作教学模式实践研究[J]. 杨晓琼,戴运财. 外语电化教学. 2015(02)
[9]在线大学英语写作形成性评价模型构建研究[J]. 黄红兵. 现代教育技术. 2015(01)
[10]从通用英语到学术英语——回归大学英语教学本位[J]. 蔡基刚. 外语与外语教学. 2014(01)
本文编号：3717850
【文章页数】：249 页
【学位级别】：博士
【文章目录】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
CHAPTER 1 INTRODUCTION
1.1 RESEARCH BACKGROUND OF THE STUDY
1.2 SCOPE OF THE STUDY
1.3 OBJECTIVE OF THE STUDY
1.4 SIGNIFICANCE OF THE STUDY
1.5 AN OVERVIEW OF CHAPTERS
CHAPTER 2 LITERATURE REVIEW
2.1 THE CONCEPT OF REVISION
2.2 PREVIOUS STUDIES ON REVISION
2.2.1 Categorizations of revision
2.2.2 Differences of revision between skilled and unskilled writers
2.2.3 Strategies of revision
2.3 THE CONCEPT OF SELF-REGULATED REVISION
2.4 PREVIOUS STUDIES ON SELF-REGULATION IN WRITING
2.4.1 Self-regulation and writing
2.4.2 Goal setting and writing
2.4.3 Peer review and writing
2.5 POINTS OF DEPARTURE FROM PREVIOUS STUDIES
CHAPTER 3 THEORETICAL PERSPECTIVE
3.1 THE SOCIO-COGNITIVE PERSPECTIVE
3.2 A SOCIO-COGNITIVE PERSPECTIVE OF WRITING
3.2.1 Writing as a cognitive goal-driven process
3.2.2 Writing as a social cognitive peer-mediated process
3.2.3 Writing as an integrated cognitive and social cognitive process
3.3 A SOCIO-COGNITIVE PERSPECTIVE OF SELF-REGULATED REVISION
3.3.1 Writing as a process of revision
3.3.2 Writing and revision as a self-regulated process from a socio-cognitive perspective
CHAPTER 4 RESEARCH DESIGN
4.1 RESEARCH QUESTIONS
4.2 RESEARCH SETTING AND PARTICIPANTS
4.3 MATERIALS FOR ONLINE WRITING AND PEER REVIEW
4.4 RESEARCH PROCEDURES
CHAPTER 5 AN ANALYSIS OF SELF-REGULATED REVISION
5.1 A MULTI-DIMENSIONAL TAXONOMY OF SELF-REGULATED REVISION
5.1.1 Illustration of revision identification
5.1.2 Dimensions of self-regulated revision
5.2 QUALITATIVE ANALYSIS OF SELF-REGULATED REVISION
5.2.1 Low level surface changes
5.2.2 Low level meaning changes
5.2.3 High level meaning changes
5.3 QUANTITATIVE ANALYSIS OF SELF-REGULATED REVISION
5.3.1 Numbers and sizes of self-regulated revision
5.3.2 Effects of self-regulated revision
5.4 SUMMARY
CHAPTER 6 AN ANALYSIS OF SOCIAL COGNITIVE STRATEGIES OF REVISION .
6.1 WRITING GOALS
6.1.1 Free response writing goals
6.1.2 Writing goal survey
6.2 PEER REVIEW
6.2.1 Received peer comments
6.2.2 Self-reflections from peer review
6.3 SUMMARY
CHAPTER 7 THE RELATION BETWEEN SELF-REGULATED REVISION AND SOCIAL COGNITIVE STRATEGIES
7.1 QUALITATIVE ANALYSIS OF THE OVERLAP BETWEEN REVISION AND SOCIAL COGNITIVE STRATEGIES
7.1.1 Revision overlapping with a cognitive strategy
7.1.2 Revision overlapping with social strategies
7.1.3 Revision overlapping with social cognitive strategies
7.2 QUANTITATIVE ANALYSIS OF THE ASSOCIATION BETWEEN REVISION AND SOCIAL COGNITIVE STRATEGIES
7.2.1 Quantitative coding measures and procedures
7.2.2 The distribution and overlap percentage of revision with social cognitive strategies .
7.3 GENERAL DISCUSSION
7.3.1 The nature and role of writing goals
7.3.2 The nature and role of peer review
7.3.3 The aggregation effects of social cognitive strategies of revision
CHAPTER 8 CONCLUSION
8.1 GENERAL FINDINGS OF THE STUDY
8.2 CONTRIBUTIONS OF THE STUDY
8.3 IMPLICATIONS OF THE STUDY
8.4 LIMITATIONS OF THE STUDY
8.5 SUGGESTIONS FOR FURTHER STUDY
REFERENCES
APPENDIX A WRITING PROMPTS FOR TWO PAPERS
APPENDIX B PEER REVIEW GUIDELINES- INVOLVING COMMENTS AND RATING RUBRICS
APPENDIX C THE WRITING GOAL SURVEY
APPENDIX D STUDENT PAPER SAMPLES
PUBLICATIONS DURING THE AUTHOR’S DOCTORAL STUDY
【参考文献】：
期刊论文
[1]大学生英语写作焦虑自我调节策略研究[J]. 马洁,董攀. 外语界. 2017(05)
[2]英语写作中的同伴反馈与教师反馈对比研究[J]. 张义芬. 山东外语教学. 2017(03)
[3]写作自动评估系统对中国大学生英语写作水平影响的历时研究[J]. 王淑雯. 山东外语教学. 2017(02)
[4]二语写作互动中的纠错反馈:争议与对策[J]. 李学晋. 语言教学与研究. 2017(01)
[5]Peerceptiv互评系统辅助学生英语写作的研究[J]. 张福慧,狄艳华,Christian D.Schunn. 外语电化教学. 2016(04)
[6]基于自动评价系统的第二写作过程研究[J]. 卢鹿. 外语界. 2016(02)
[7]修正性反馈对提高ESL写作水平的影响——以不同国籍学习者为考察维度[J]. 王松. 外语学刊. 2015(03)
[8]基于批改网的大学英语自主写作教学模式实践研究[J]. 杨晓琼,戴运财. 外语电化教学. 2015(02)
[9]在线大学英语写作形成性评价模型构建研究[J]. 黄红兵. 现代教育技术. 2015(01)
[10]从通用英语到学术英语——回归大学英语教学本位[J]. 蔡基刚. 外语与外语教学. 2014(01)
本文编号：3717850
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