同伴反馈方式对中国英语学习者英语写作的影响

发布时间：2018-06-14 23:23

本文选题：中国英语学习者 + 同伴书面和口头反馈　；参考：《山东大学》2017年硕士论文

【摘要】：同伴反馈在提高二语写作质量,增强读者意识,促进学生合作互动等方面的优势已得到广泛认可。成功的实施同伴反馈,需要选择恰当的同伴反馈方式,如同伴书面和/或口头反馈。尽管国内外对同伴反馈的研究众多,但同伴反馈的不同方式对写作的影响尚未得到足够的关注。因此,本研究尝试探讨同伴书面和口头反馈方式对中国英语学习者英语写作的影响,重点研究不同反馈方式下学生反馈侧重点的差别,两种反馈引发的注意对修改的作用,以及学生对同伴反馈方式的态度。二十位英语专业的学生各完成了两篇托福作文,分别采用书面和口头反馈的方式互评,之后对自己的作文进行修改,并在问卷和访谈中分享有关同伴反馈的经历及看法。通过分析文本、口头反馈录音、问卷及访谈等,研究发现两种同伴反馈方式都对受试者的英语写作产生了积极影响。在反馈侧重点方面,两种反馈方式下的反馈都集中在语法和内容方面,词汇、技巧和结构方面的反馈较少;两种反馈方式下受试者给出的反馈绝大多数为负面反馈,书面反馈方式下负面反馈比例更高;此外,两种反馈方式的准确度都较高,其中口头反馈的准确率更高。在注意引发的修改方面,受试者对书面反馈的接受率更高,但由口头反馈引发的修改比例更高,两者引发的修改都有较高正确率,且使受试者文章的整体分数和语法、内容、词汇等方面的分数有所提高。学生对同伴反馈的态度方面,受试者认可同伴反馈和口头反馈的作用;大多数受试者以前只有书面同伴反馈的经历,希望能同时得到同伴书面和口头反馈;受试者普遍表现出对自己英语水平和写作水平信心不足。基于以上发现,本研究认为同伴书面和口头反馈对中国英语学习者英语写作有积极影响,且学生对此持积极态度,因此,应在教学中灵活使用这两种反馈方式。再者,为有效实施同伴反馈,英语写作教师应当进行充分的准备,对学生进行足够的培训,使学生给出的反馈更加全面准确。最后,在实施同伴互评时,应充分发挥好引导和监督作用,通过恰当的鼓励和积极反馈,增强学生的自信心。
[Abstract]:Peer feedback has been widely recognized for its advantages in improving the quality of L2 writing, enhancing readers' awareness and promoting students' cooperative interaction. Successful implementation of peer feedback requires the selection of appropriate peer feedback methods, such as peer written and / or oral feedback. Although there are many researches on peer feedback at home and abroad, the influence of different ways of peer feedback on writing has not been paid enough attention. Therefore, the present study attempts to explore the effects of peer written and oral feedback on Chinese EFL learners' English writing, focusing on the differences in the emphasis of students' feedback under different feedback modes, and the effect of the attention caused by the two types of feedback on the revision. And the students' attitude towards peer feedback. Twenty English majors each completed two TOEFL compositions, which were evaluated by written and oral feedback, and then their compositions were revised, and their experiences and opinions about peer feedback were shared in questionnaires and interviews. By analyzing the texts, oral feedback recordings, questionnaires and interviews, it is found that both peer feedback methods have a positive effect on the subjects' English writing. In terms of feedback focus, the feedback in both ways is mainly in grammar and content, but there is less feedback in vocabulary, technique and structure, and the feedback given by the subjects is mostly negative feedback. In addition, the accuracy of the two feedback methods is higher, and the accuracy of oral feedback is higher. In the aspect of attention to the revision, the acceptance rate of written feedback was higher, but the proportion of revision caused by oral feedback was higher. Both of them had higher correct rate, and the overall score, grammar and content of the article were also improved. Scores on vocabulary have improved. In terms of students' attitude towards peer feedback, the subjects recognized the role of peer feedback and oral feedback; most of the subjects had only written peer feedback experience before, hoping to get both written and oral peer feedback. The subjects generally showed a lack of confidence in their English and writing skills. Based on the above findings, the present study suggests that peer written and oral feedback has a positive effect on Chinese EFL learners' English writing, and students have a positive attitude towards it. Therefore, we should use these two feedback methods flexibly in teaching. Furthermore, in order to effectively implement peer feedback, English writing teachers should make adequate preparations and provide adequate training to students so that the feedback from students can be more comprehensive and accurate. Finally, in the implementation of peer evaluation, we should give full play to the role of guidance and supervision, through appropriate encouragement and positive feedback to enhance students' self-confidence.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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