性别因素对英语写作同伴互改中支架功能类型的影响

发布时间：2018-06-13 15:23

本文选题：同伴互改 + 性别　；参考：《四川外国语大学》2017年硕士论文

【摘要】：以维果斯基的社会文化理论为视角,依靠支架理论的支持,同伴互改活动被经常使用于英语写作课。学生们通过与自己的同伴合作交流,一起发现并且修改自己作文中的错误,从而扮演主动积极的学习角色。研究显示,在互改交流过程中,会出现许多同伴支架,促进彼此双方的语言学习。不同的同伴会给互改过程中支架的搭建带来不同的影响,研究者们已经研究了不同语言水平的同伴组合间可能出现的不同支架结果,却很少有研究关注不同性别组合的同伴是否存在较大的支架差异。在英语写作的同伴互改交流中,安排不同的性别组合完成修改任务,他们各组的支架功能会出现怎样的区别和特征?是什么原因导致的?对写作教学有怎样的影响?这都是本研究关注的焦点。本研究选取8名正在学习大学公共英语的大一学生作为研究对象(4名男同学,4名女同学),他们的英语水平处于该校全部大一学生的中等平均水平。对这8名学生进行分组实验观察,以此来获得男生组,女生组,男女混合组三组同伴搭配的实验数据。各小组任选一位同伴先完成一篇作文,然后开始同伴互改,交流过程大概持续20-30分钟,全过程进行对话录音,完成同伴互改后,原作者修改好自己的作文,上交最后的完成稿,结束后,研究者会进行个人的采访,实验观察时间为一个月。最终研究结果表明,三类性别搭配的同伴组,他们的支架功能存在各自明显差异;主要体现在支架功能的类别和出现频次两方面。这其中,男女混合组出现的支架功能种类最多,并且各类支架功能出现频次最为均衡;同时,控制挫折,引起兴趣,和示范这三种支架的变化最为明显;结合访谈结果分析,性别意识和话语风格的改变是三类同伴组出现差异的原因,学生们在面对不同性别伙伴时,会自主进行性别意识划分,进而改变自己的话语风格,产出具有一定倾向性的话语选择,直接造成了支架功能在数值和类别上的改变;最后,通过对修改后的作文进行正确率统计,男女混合组的正确率最高,成为同伴互改效果最佳组。本研究说明了性别因素会给同伴写作互改任务带来影响,并且会直接影响最后的学习效果。大学外语课堂不是单一性别教育,如果教师能多关注性别因素,合理安排同伴搭配,势必能促进学生体验到更好的学习效果。
[Abstract]:From the perspective of Vygoski's sociocultural theory and supported by the scaffold theory, peer modification activities are often used in English writing classes. Students play an active learning role by working with their peers to discover and correct errors in their compositions. The research shows that in the process of mutual change communication, there are many peer scaffolds to promote each other's language learning. Different peers have different effects on the scaffold construction in the process of mutual transformation. Researchers have studied the possible different scaffold results among peer combinations at different language levels. However, few studies have focused on whether or not there are significant differences in the stents of peers with different gender combinations. What are the differences and characteristics of the scaffold function of each group when different gender combinations are arranged to complete the modification task in the peer change communication of English writing? What caused it? How does it affect the teaching of writing? This is the focus of this study. In this study, 8 freshmen studying college English were selected as the subjects of the study. Four male students and four female students were selected as the subjects. Their English proficiency was at the average level of all freshmen in this school. The 8 students were observed in groups to obtain the experimental data of three groups: male group, female group and mixed group. Each group chooses a companion to complete a composition first, and then starts peer change. The communication process lasts about 20-30 minutes. The whole process of dialogue is recorded. After the peer changes, the original author modifies his composition and hands in the final completed manuscript. After that, the researchers conducted personal interviews for a month. The final results showed that there were significant differences in the scaffold function among the three types of gender matched peer groups, mainly in the category and occurrence frequency of scaffold function. Among them, the male and female mixed group appeared the most kinds of stent function, and all kinds of stent function appeared the most balanced frequency; at the same time, the frustration control, interest, and demonstration of the changes of the three scaffolds were the most obvious; combined with the results of the interview analysis, The gender awareness and the change of discourse style are the reasons for the differences among the three groups. Students will divide their gender consciousness independently in the face of different gender partners, and then change their discourse style. The output has a certain tendency of discourse selection, which directly results in the change of the scaffold function in value and category. Finally, through the correct rate statistics of the modified composition, the correct rate of male and female mixed group is the highest. To become the best group of peer mutual improvement. The present study shows that gender factors have an impact on peer-writing interaction tasks and can directly affect the final learning effect. College foreign language classroom is not a single sex education. If teachers can pay more attention to gender factors and arrange the collocation of peers reasonably, it will promote students to experience better learning effect.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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