大学英语写作课堂中学生对教师中介和同伴中介的感知调查

发布时间：2018-04-19 18:33

本文选题：大学英语写作 + 学生　；参考：《江西师范大学》2017年硕士论文

【摘要】：作为英语为第二语言的学习者,英语的写作能力是大学生综合能力的基本构成要素之一。英语写作时国际交流与沟通的主要方式之一。有效的交际包括口语和书面语两个方面,因此英语写作在英语教学过程中必须被重视。但是,由于英语写作教学在教师和学生看来是非常复杂和困难的过程,需要投入大量时间和精力且见效很慢,国内的大学英语教学课堂中不论是学生还是教师对英语写作都有所忽视。与此同时,国内的英语写作教学模式单一,教师倾向于传授给学生写作技巧然后让学生不断练习。这一模式主要以教师的技巧传授为中心,学生主要是被动地接受。为了提高对英语写作的重视,转变以教师为中心的英语写作教学模式,本研究从社会文化理论的视角调查大学生对英语写作课堂中的教师中介和同伴中介的态度。中介的功能就是帮助学习者跨越最近发展区从而获得更高层次的发展。在中介理论中,教师和同伴的作用是帮助学习者找到更深层次理解语言的方法,而不只是传授技巧。从中介理论的角度来说,教师和同伴知识中介者。因此,学习者是在教学中处于中心地位,也就是说其倡导的是一种学生中心的课堂教学。对于中介的研究主要注重于对教师中介,而忽视了同伴中介的作用;而且,研究也比较笼统没有与具体学科或具体任务相结合。本研究以费厄斯坦对中介的十二项标准为理论基础,这十二项标准包括:意义、超越当前目的、解释意图、胜任感、行为自控、设定目标、挑战、意识到变化、相信积极结果、分享、个性和归属感(WilliamsBurden,2000)。研究对象是来自法学、行政管理、社会保障、思想政治、心理学、应用心理学、哲学等非英语专业的82名大二的学生,他们自愿选择了英语写作课程。样本的主要特点是,他们所选择的英语写作选修课的教师会有意识地采用中介手段和并以小组活动为课堂的主要组织形式,强调学生在课堂中的主动性。本研究需要采用问卷、访谈、学生对写作课的书面反馈、大学英语四级来收集数据。本研究主要从三个方面的研究问题来展开:第一,学生对大学英语写作课堂中的教师中介和同伴中介的态度,不同英语水平的学生的态度会否有不同;第二,在大学英语课堂中,学生对教师中介和同伴中介的实际使用情况的感知是怎样的,不同英语水平的学生会否有不同的感知;第三,学生在英语写作学习过程中还需要什么具体的中介。研究结果表明:1)学生认为在大学英语写作课上教师中介都很重要,尤其是解释意图和行为自控,他们认为归属感是最不重要的。学生认为同伴中介在大学英语写作课上并不很重要,尤其是相信积极结果和超越当前目标。2)学生对在大学英语写作课堂上的教师中介重要性的感知与对同伴中介重要性的感知有显著差异。3)在学生的感知中,在大学英语课堂中教师中介的使用非常频繁,特对是对解释和行为自控的使用。然而,他们认为同伴中介的使用较少,除了对解释意图,挑战,归属感的使用。4)不论是大学英语写作课堂中学生对中介重要性的感知还是实际使用情况的感知,学生的英语水平对其并没有显著影响。5)学生需要与学科密切相关的中介帮助,希望教师可以提高小组活动的多样性和策略培训。本研究给大学英语写作课的教师提供了一些建议,包括改变学生对教师中介和同伴中介的观念,要积极宣扬班级归属感,增加小组活动的多样性,在小组活动之前进行策略培训。
[Abstract]:As a learner of English as the second language, English writing ability is one of the basic elements of College Students' comprehensive ability. One of the main ways of international communication and communication in English writing. Effective communication includes two aspects of spoken and written language. Therefore, English writing must be paid attention to in the course of English teaching. But, You Yuying The teaching of language writing is a very complicated and difficult process in the view of teachers and students. It needs to invest a lot of time and energy and is very slow. At home, both the students and the teachers ignore the English writing in the classroom of College English teaching. At the same time, the teaching mode of the domestic English writing is single, and the teachers tend to impart to the students. Writing skills then let students continue to practice. This model is mainly centered on Teachers' skills and students are mainly passively accepted. In order to improve the emphasis on English writing and change the teaching mode of Teacher centered English writing, this study investigates college students' teachers in the English writing class from the angle of social and cultural theory. Intermediary and peer intermediary attitude. The function of mediator is to help learners get higher levels of development across the nearest development zone. In the medium theory, the role of teachers and peers is to help the learners find a deeper understanding of the language, not only to impart the skills. From the perspective of intermediary theory, teachers and peer knowledge. Therefore, the learner is in the central position in the teaching, that is to say that it advocates a student center classroom teaching. The research on intermediary mainly pays attention to the teacher intermediary, but neglects the role of the peer intermediary; moreover, the research is generally not combined with the specific subject or specific task. The twelve criteria for mediator are the theoretical basis. These twelve standards include: meaning, transcending current purposes, explaining intentions, competence, behavioral self-control, setting goals, challenges, awareness of change, believing positive results, sharing, personality and belonging (WilliamsBurden, 2000). The object of research is from law, administration, social security, thought. The 82 sophomores of non English majors such as political, psychological, applied psychology, philosophy and other non English majors have voluntarily chosen the English writing course. The main feature of the sample is that the teachers of the elective courses they choose will consciously adopt mediating means and take group activities as the main organizational form of the class, emphasizing the students in the class. This study needs to adopt questionnaires, interviews, students' written feedback in writing class and College English four to collect data. This study is mainly from three aspects: first, students' attitude to teachers' intermediary and co agent in College English writing class, and the attitude of students at different English levels There are differences; second, in College English class, what is the perception of the actual use of teachers' mediator and peer intermediary in College English classes, and whether students at different English levels have different perceptions; and third, students need specific intermediaries in the process of learning English writing. The results show that 1) students think in College English. Teachers' intermediaries are very important in the course of writing, especially the interpretation of intention and behavioral self-control. They believe that the sense of belonging is the least important. Students think that peer intermediaries are not very important in College English writing class, especially the positive results and surpassing the current goal.2) students' intermediary importance to the teachers in the College English writing class. There is a significant difference between perception and perception of peer intermediary importance.3.) in students' perception, the use of teacher intermediaries in College English classes is very frequent, especially for the use of interpretative and behavioral self-control. However, they think that the use of peer intermediaries is less, in addition to the interpretation of interpretive maps, challenges, and the use of the sense of belonging of.4) The perception of middle school students' importance in English writing class or the perception of actual use, the students' English level has no significant influence on.5). Students need the intermediary help which is closely related to the subject. They hope that teachers can improve the diversity of the group activities and the strategy training. Some suggestions are provided, including changing the student's concept of teacher's intermediary and peer agency, actively promoting the sense of class belonging, increasing the diversity of the group activities, and training the strategy before the group activities.

【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】