教师书面反馈对高中生英语写作影响的个案研究

发布时间：2018-05-04 16:24

本文选题：教师书面反馈 + 英语写作　；参考：《宁波大学》2017年硕士论文

【摘要】：写作是高中英语学习中的一项重要内容,反映一个学生的英语综合水平。在提高高中生英语写作水平方面,国内外都有大量的研究和论述。但从教师书面反馈视角,运用个案研究方法,探索英语写作的研究不多。本文试图以此视角开展个案研究,深入分析教师书面反馈特点,探索提高高中生英语写作水平的教师书面反馈模式,以期对高中英语写作教学提供一些有益帮助和启示。研究中,我们选择LS中学H老师任教的一个平行班级,高二10班的30名学生作为研究对象。研究样本选择这30名学生在高二上学期期间完成的四次作文,共120篇。本文试图研究回答的问题是:首先,H教师是如何进行书面反馈的?其次,H教师书面反馈对学生英语写作学习的影响有哪些?对不同水平学生的影响是否存在差异?再次,学生对H教师书面反馈的评价如何?不同水平学生对教师反馈的期望有何差别?研究方法上,对第一个问题本人运用文献法,在前期文献综述基础上,从不同角度对H教师书面反馈形式进行分类,计算出每种反馈类型的使用次数和所占百分比,总结H教师书面反馈的特征。针对本研究的第二个问题,运用整体性评分法,对比三组学生第一次作文和第四次作文的平均得分,判断学生的英语写作水平是否提高,各小组的提高幅度是否存在差异;通过计算百词错误量法,对比学生前后两次作文百词错误量的平均数,判断学生作文词语准确率是否得到提高;通过教师评语的变化分析教师内容反馈对学生写作的影响。第三个问题通过调查问卷了解学生对H教师书面反馈的态度和期望。研究发现:首先书面反馈形式上,H教师的形式反馈多于内容反馈;直接反馈多于间接反馈;肯定性评语多于中性和否定性评语。其次,H教师书面反馈对学生英语写作学习有积极影响,具体表现在促进学生英语写作水平的提高、降低学生作文的错误率和改变学生对待学习的态度;对不同水平学生的影响是:写作水平提高幅度最大的是中等水平学生,其次是低水平学生,最后是高水平学生。再次,通过问卷调查发现:大多数学生肯定H教师书面反馈的作用;不同写作水平学生的期待不同,高水平学生喜欢间接反馈,中低水平学生喜欢具体的肯定性评语,低水平学生希望减少直接反馈。
[Abstract]:Writing is an important part of English learning in high school. It reflects a student's comprehensive English level. There is a lot of research and discussion both at home and abroad in improving the English writing level of high school students. But from the perspective of teachers' written feedback, there are not much research on the use of case study method to explore English writing. Case study, in-depth analysis of teachers' written feedback characteristics, to explore teachers' written feedback mode to improve the level of high school students' English writing, in order to provide some helpful help and inspiration for high school English writing teaching. In the study, we chose a parallel class of H teacher in LS middle school, and 30 students in class 10 as the research object. This paper chooses the 30 students to complete four compositions during the first semester of the second semester. This article tries to study the answers to the questions: first, how do H teachers carry out written feedback? Secondly, what are the effects of H teachers' written feedback on students' English writing learning? What is the evaluation of teachers' feedback in writing? What is the difference between students' expectations of teacher feedback at different levels? On the basis of the first question, on the basis of the previous literature review, the paper classifies the written feedback form of H teachers from different angles, and sums up the number and percentage of the use of each type of feedback. H teachers' characteristics of written feedback. Aiming at the second questions of this study, using the holistic scoring method, the average score of the first composition and the fourth composition of the three groups of students is compared to determine whether the students' English writing level is improved or not, and whether there is a difference in the range of each group; by calculating the error of 100 words and comparing the two times before and after the students The average number of the amount of errors in the composition of the composition, to determine whether the accuracy rate of the students' composition words has been improved; through the change of teacher's comments, the influence of teacher's content feedback on students' writing is analyzed. The third questions know the students' attitude and expectation to the H teachers' written feedback through the questionnaire. The research finds that the first written feedback form, the H teacher Formal feedback is more than content feedback; direct feedback is more than indirect feedback; affirmative comments are more than neutral and negative comments. Secondly, the written feedback of H teachers has a positive impact on students' English writing learning, which is manifested in promoting students' English writing level, reducing the error rate of students' composition and changing students' attitude towards learning. The influence on the students of different levels is that the highest level of the writing level is the middle level students, the second is the low level students, and the last is the high level students. Again, the questionnaire survey found that most students affirm the role of H teachers' written feedback; the expectations of the students of different writing levels are different, and the high level students like indirect feedback, Low level students like specific affirmative reviews, and low level students want to reduce direct feedback.

【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】