教师反馈在初中英语写作中的行动研究
发布时间：2021-01-14 07:46
教师反馈是提高学生写作技能的重要手段,不同类型的教师反馈往往对学生的写作水平产生不同的效果。国内的研究多数都集中在大学和高中阶段的学生对教师反馈的反应上,而对初中生的反馈偏好关注相对较少。本研究以研究者的教学实践为基础,尝试探究初中英语写作教学中教师书面反馈与口头反馈的整合及其对学生写作成绩的影响。本文以互动假说,输出理论和注意假设为研究的理论基础,着重探讨了两个研究问题:1.教师书面反馈和口头反馈的整合对学生的写作能力有什么影响?2.教师书面反馈和口头反馈的整合对学生的写作动机有什么影响?本研究以沈阳市一所普通初中的初三（2）班的48名学生为研究对象,同时,此次行动研究共持续三个月,其中,前六周采用直接反馈与口头反馈相结合的反馈方式,其余六周采用间接反馈与口头反馈相结合的反馈方式。本次研究的研究工具包括问卷、访谈、教师反思日志和写作测试。基于研究结果,研究者得出以下结论:1.教师书面反馈和口头反馈的整合能够提高学生的写作水平。2.教师书面反馈和口头反馈的整合能够提高学生的写作动机。此外,本论文为后续研究提供了一些建议:1.延长研究的时间。2.探究教师反馈与同伴反馈及电子反馈的整合。
【文章来源】：沈阳师范大学辽宁省
【文章页数】：116 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Teacher Feedback
2.1.1 Teacher Written Feedback
2.1.2 Oral Feedback
2.1.3 The Integration of Teacher Written Feedback and Oral feedback
2.2 English Writing Teaching
2.2.1 Nature of Writing
2.2.2 Approaches to English Writing Teaching
2.3 The Relationship between Teacher Feedback and English Writing Teaching
2.4 Related Theories about Teacher Feedback
2.4.1 Interaction Hypothesis
2.4.2 Output Hypothesis
2.4.3 Noticing Hypothesis
2.5 Action Research
2.5.1 Definition of Action Research
2.5.2 Features of Action Research
2.5.3 Procedures of Action Research
2.6 Previous Studies on Teacher Feedback
2.6.1 Previous Studies Abroad
2.6.2 Previous Studies at Home
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Interviews
3.3.3 Teaching Reflective Journals
3.3.4 Writing Tests
3.4 Data Collection and Analysis
3.4.1 Data Collection and Analysis of Questionnaires
3.4.2 Data Collection and Analysis of Interviews
3.4.3 Data Collection and Analysis of Teaching Reflective Journals
3.4.4 Data Collection and Analysis of Tests
Chapter 4 The First Round Action Research
4.1 Identifying Problems
4.2 Making the Action Plan
4.3 Implementing the Action plan
4.4 Reflection and Evaluation
4.4.1 Analysis of the Results of the Questionnaire
4.4.2 Analysis of the Results of the Interview
4.4.3 Analysis of the Results of the Teaching Reflective Journals
4.4.4 Analysis of the Test
4.5 Summary of Major Achievements and Problems
4.5.1 Major Achievements
4.5.2 Major Problems
Chapter 5 The Second Round Action Research
5.1 Identifying Problems
5.2 Adjusting the Action Plan
5.3 Implementing the Action plan
5.4 Reflection and Evaluation
5.4.1 Analysis of the Results of the Questionnaire
5.4.2 Analysis of the Results of the Interview
5.4.3 Analysis of the Results of the Teaching Reflective Journals
5.4.4 Analysis of the Results of Tests
5.5 Summary of Major Achievements and Problems
5.5.1 Major Achievements
5.5.2 Major Problems
5.6 Discussion of Research Questions
5.6.1 The Effects of the Integration of Teacher Written Feedback and Oral Feedback on Students’Writing Ability
5.6.2 The Effects of the Integration of Teacher Written Feedback and Oral Feedback on Students’Motivation
Chapter 6 Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations of the Study
6.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
【参考文献】：
期刊论文
[1]大学英语写作教学中的教师反馈研究[J]. 汪虹. 英语广场. 2019(07)
[2]英语写作教师评语反馈的礼貌策略分析[J]. 陈梅松. 中国外语教育. 2015(03)
[3]口头反馈对中国学习者英语冠词和介词习得效果研究[J]. 张凯,王同顺. 外语教学理论与实践. 2014(02)
[4]书面纠正性反馈与二语习得——针对英语类指名词短语用法的实证研究[J]. 姜琳,陈锦. 当代外语研究. 2013(11)
[5]英语写作教学中教师书面反馈效果的案例研究[J]. 李竞. 外语界. 2013(02)
[6]大学英语写作教学中教师书面反馈的研究[J]. 唐莹莹. 合肥工业大学学报(社会科学版). 2013(01)
[7]教师反馈与同伴反馈——社会文化活动理论视角下的差异与融合[J]. 于书林. 现代外语. 2013(01)
[8]教师反馈对英语写作准确性、流利性、复杂性和总体质量作用的研究[J]. 王颖,刘振前. 外语教学. 2012(06)
[9]课堂评价的挑战[J]. 钟启泉. 全球教育展望. 2012(01)
[10]学习者性格类型与教师修正性反馈形式研究[J]. 何静秋,杨劲松. 长春大学学报. 2011(11)
本文编号：2976514
【文章来源】：沈阳师范大学辽宁省
【文章页数】：116 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Teacher Feedback
2.1.1 Teacher Written Feedback
2.1.2 Oral Feedback
2.1.3 The Integration of Teacher Written Feedback and Oral feedback
2.2 English Writing Teaching
2.2.1 Nature of Writing
2.2.2 Approaches to English Writing Teaching
2.3 The Relationship between Teacher Feedback and English Writing Teaching
2.4 Related Theories about Teacher Feedback
2.4.1 Interaction Hypothesis
2.4.2 Output Hypothesis
2.4.3 Noticing Hypothesis
2.5 Action Research
2.5.1 Definition of Action Research
2.5.2 Features of Action Research
2.5.3 Procedures of Action Research
2.6 Previous Studies on Teacher Feedback
2.6.1 Previous Studies Abroad
2.6.2 Previous Studies at Home
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Interviews
3.3.3 Teaching Reflective Journals
3.3.4 Writing Tests
3.4 Data Collection and Analysis
3.4.1 Data Collection and Analysis of Questionnaires
3.4.2 Data Collection and Analysis of Interviews
3.4.3 Data Collection and Analysis of Teaching Reflective Journals
3.4.4 Data Collection and Analysis of Tests
Chapter 4 The First Round Action Research
4.1 Identifying Problems
4.2 Making the Action Plan
4.3 Implementing the Action plan
4.4 Reflection and Evaluation
4.4.1 Analysis of the Results of the Questionnaire
4.4.2 Analysis of the Results of the Interview
4.4.3 Analysis of the Results of the Teaching Reflective Journals
4.4.4 Analysis of the Test
4.5 Summary of Major Achievements and Problems
4.5.1 Major Achievements
4.5.2 Major Problems
Chapter 5 The Second Round Action Research
5.1 Identifying Problems
5.2 Adjusting the Action Plan
5.3 Implementing the Action plan
5.4 Reflection and Evaluation
5.4.1 Analysis of the Results of the Questionnaire
5.4.2 Analysis of the Results of the Interview
5.4.3 Analysis of the Results of the Teaching Reflective Journals
5.4.4 Analysis of the Results of Tests
5.5 Summary of Major Achievements and Problems
5.5.1 Major Achievements
5.5.2 Major Problems
5.6 Discussion of Research Questions
5.6.1 The Effects of the Integration of Teacher Written Feedback and Oral Feedback on Students’Writing Ability
5.6.2 The Effects of the Integration of Teacher Written Feedback and Oral Feedback on Students’Motivation
Chapter 6 Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations of the Study
6.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
【参考文献】：
期刊论文
[1]大学英语写作教学中的教师反馈研究[J]. 汪虹. 英语广场. 2019(07)
[2]英语写作教师评语反馈的礼貌策略分析[J]. 陈梅松. 中国外语教育. 2015(03)
[3]口头反馈对中国学习者英语冠词和介词习得效果研究[J]. 张凯,王同顺. 外语教学理论与实践. 2014(02)
[4]书面纠正性反馈与二语习得——针对英语类指名词短语用法的实证研究[J]. 姜琳,陈锦. 当代外语研究. 2013(11)
[5]英语写作教学中教师书面反馈效果的案例研究[J]. 李竞. 外语界. 2013(02)
[6]大学英语写作教学中教师书面反馈的研究[J]. 唐莹莹. 合肥工业大学学报(社会科学版). 2013(01)
[7]教师反馈与同伴反馈——社会文化活动理论视角下的差异与融合[J]. 于书林. 现代外语. 2013(01)
[8]教师反馈对英语写作准确性、流利性、复杂性和总体质量作用的研究[J]. 王颖,刘振前. 外语教学. 2012(06)
[9]课堂评价的挑战[J]. 钟启泉. 全球教育展望. 2012(01)
[10]学习者性格类型与教师修正性反馈形式研究[J]. 何静秋,杨劲松. 长春大学学报. 2011(11)
本文编号：2976514
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