同伴互评模式在初中英语写作教学中的实验研究

发布时间：2018-05-01 09:19

本文选题：同伴互评 + 初中英语写作教学　；参考：《河北师范大学》2017年硕士论文

【摘要】：近些年来,同伴反馈活动在二语写作教学中的研究受到越来越多国内外学者的关注。不论是同伴反馈的反馈者和接受者,在二语写作过程中都会有所收益。然而,关于同伴反馈在初中英语写作教学中的影响的研究却少之又少。基于国内外对同伴反馈的相关研究,本篇研究的主要目的在于探索同伴反馈在初中英语写作教学中的影响。通过运用实验的方法,并采用问卷调查、前测、后测以及访谈之间的对比,作者发现:(1)大部分参与实验的初中学生对同伴反馈及其各项活动持积极态度。不论是反馈者还是接受者,在英语写作能力上都有了一定程度的提高。然而,对于同伴反馈的可信度,学生也会有所顾虑。在访谈中,有的学生表示对于未经书面验证或教师核实的意见一般不会给予采纳,但也有的学生表示正是这个反复求证的过程能够让反馈的双方加深对所学知识的理解。(2)通过实验的前测、后测,对比分析实验班和对照班的写作平均成绩,作者发现,经过12周的写作训练,两种反馈方式均在一定程度上提高了学生的英语写作水平。(3)通过实验数据的对比分析,作者发现两个班学生在接受了12周不同方式的反馈教学后,引入同伴反馈的实验班的学生写作成绩的差距缩小了,而接受教师反馈的对照班学生的写作成绩间的差距变化不大,基本维持原状。因此,作者建议在初中英语课堂中能够引入同伴反馈的教学方式,作为教师反馈教学的有力补充。这样的话,才能为英语学习者提供更好的学习环境,并促发他们更大的学习兴趣,进而提高他们的英语写作水平。
[Abstract]:In recent years, more and more scholars at home and abroad have paid more and more attention to peer feedback activities in the teaching of second language writing. Both the feedback and the receiver of peer feedback will benefit from the second language writing process. However, there are few studies on the influence of peer feedback in junior high school English writing teaching. Based on the research on peer feedback at home and abroad, the main purpose of this study is to explore the influence of peer feedback on junior high school English writing teaching. By comparing the questionnaire, pre-test, post-test and interview with the experimental method, the author finds that most of the junior middle school students who participated in the experiment have a positive attitude towards peer feedback and their activities. Both the feedback and the receiver have improved their English writing ability to a certain extent. However, students also have concerns about the credibility of peer feedback. In the interviews, some students indicated that they would not adopt opinions that were not verified in writing or verified by teachers. However, some students said that it is precisely this process of repeated verification that enables both sides of the feedback to deepen their understanding of what they have learned. (2) through the pre-test, post-test, comparative analysis of the average scores of writing between the experimental class and the control class, the author finds that After 12 weeks of writing training, to some extent, the two kinds of feedback methods have improved the students' English writing level. (3) through the comparative analysis of the experimental data, the author found that the students in the two classes received 12 weeks of feedback teaching in different ways. The gap in writing achievement of the experimental class with peer feedback narrowed, while that of the control class received teacher feedback changed little, and remained basically the same. Therefore, the author suggests that peer feedback should be introduced in junior middle school English classroom as a powerful supplement to teacher feedback teaching. In this way, we can provide better learning environment for English learners, promote their greater interest in learning and improve their English writing ability.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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