教师反馈和计算机反馈对非英语专业大学生英语写作水平影响的对比研究

发布时间：2018-05-14 23:44

本文选题：教师反馈 + 计算机反馈　；参考：《长安大学》2017年硕士论文

【摘要】：写作作为语言输出的一种重要方式,在英语学习中起到很重要的作用。因此,许多专家学者都致力于提高学生英语写作水平的研究。近年来,随着自动在线作文评阅系统的出现,计算机反馈的研究也逐渐成为焦点。在关于写作反馈的研究中,多数研究集中在研究某一种反馈方式(教师反馈,同伴反馈,计算机反馈)的有效性,对比研究也仅限于教师反馈和同伴反馈的有效性。然而,关于对比教师反馈和计算机反馈有效性的研究尚少且研究对象为英语专业大学生。因此,本研究旨在对比教师反馈和计算机反馈对非英语专业大学生英语写作水平的影响,具体操作从以下四个维度来考量:英语写作流利度,准确度,复杂度和写作整体质量。本研究依据学生的英语水平和英语写作水平,选出了长安大学两个班56名非英语专业大一学生作为研究对象。这两个班被随机分为实验组和对照组。在为期12周的实验中,两组学生都被要求写6篇作文,两周一篇,对照组学生的作文接受教师反馈,实验组学生作文接受句酷批改网提供的计算机反馈。最后,两组学生都参加实验的后测。前后测学生的作文分数都被记录留作分析。56名学生前后测的作文文本被收集起来,依据Polio对T单位等概念的操作定义分别计算出写作流利度,准确度和复杂度。经统计分析,本研究得出以下发现:第一,教师反馈和计算机反馈都能提高非英语专业大学生英语写作流利度、准确度、复杂度和写作整体质量。第二,教师反馈在提高非英语专业大学生英语写作流利度和准确度方面,效果更好。第三,计算机反馈对非英语专业大学生英语写作复杂度和整体质量有大幅提高。从本研究的发现可以得出启示:教师在写作教学中,可以将教师反馈和计算机反馈相结合,教师反馈提高学生的英语写作流利度和准确度,计算机反馈提高学生的写作复杂度和整体质量。考虑到本研究的一些不足,本文为以后的研究也提出了几点建议。
[Abstract]:As an important way of language output, writing plays an important role in English learning. Therefore, many experts and scholars are devoted to improving students' English writing level. In recent years, with the appearance of automatic online composition review system, the research of computer feedback has gradually become the focus. In the study of writing feedback, most of the studies focus on the effectiveness of one kind of feedback (teacher feedback, peer feedback, computer feedback), and the comparative study is limited to the effectiveness of teacher feedback and peer feedback. However, there are few studies on the effectiveness of teacher feedback and computer feedback, and the subjects are English majors. Therefore, the purpose of this study is to compare the effects of teacher feedback and computer feedback on the English writing proficiency of non-English major college students, taking into account the following four dimensions: English writing fluency, accuracy, complexity and overall writing quality. According to the students' English proficiency and English writing level, 56 non-English major freshmen in two classes of Changan University were selected as the subjects. The two classes were randomly divided into experimental group and control group. In the 12-week experiment, the two groups were asked to write 6 compositions and once a week. The students in the control group received teacher feedback, while the students in the experimental group received computer feedback from the sentence cool correction network. Finally, both groups took part in the post-test. The composition scores of pre-and post-test students were recorded for analysis. The composition texts of 56 students were collected and the fluency, accuracy and complexity of writing were calculated according to Polio's operational definition of T-unit and other concepts. Through statistical analysis, the following conclusions are drawn: first, both teacher feedback and computer feedback can improve the English writing fluency, accuracy, complexity and overall writing quality of non-English majors. Second, teacher feedback is more effective in improving English writing fluency and accuracy of non-English majors. Third, computer feedback greatly improves the English writing complexity and overall quality of non-English majors. From the findings of this study, it can be concluded that teachers can combine teacher feedback with computer feedback in writing teaching, and teacher feedback can improve students' English writing fluency and accuracy. Computer feedback improves students' writing complexity and overall quality. In view of the shortcomings of this study, this paper also puts forward some suggestions for future research.
【学位授予单位】：长安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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