教师反馈方式对高一不同水平学生写作的影响
发布时间：2018-07-29 18:49
【摘要】：众所周知,英语写作是高中生应掌握的“听、说、读、写”四大技能之一。作为英语教学中不可缺少的一部分,英语写作是英语教学的重点也是难点。如何提高学习者的写作能力一直是高中英语教师面临的一项重要课题。基于此,作为高中英语写作教学中重要环节的教师反馈就显得尤为重要。虽然国内外很多学者已经从各个角度对教师反馈进行了广泛探讨,但是这些探讨大多是基于前人理论基础上的归纳和整理,研究对象也大多集中在写作水平相对较高的大学生。本研究以高一学生为研究对象,采用定量与定性相结合的研究方式,通过实验、问卷调查及访谈的方式,具体要解决以下问题:不同类型的教师修正性反馈在提高不同水平学生的英语写作方面有何不同成效?不同水平的学生对教师修正性反馈有什么样的态度、喜好和期望?实验结果显示,直接反馈和间接反馈对学生英语写作水平提高都有积极影响。其中,直接反馈对学生特别是差生的影响更显著。同时,间接反馈班学生对于所用反馈方式的接受程度相较于直接反馈班存在更大的个体差异。一些学生在使用间接反馈后进步明显,另一些则进步较小。此外,对于不同类型的错误,不同水平学生适用的反馈方式也有所不同。对于本体错误,好学生使用间接反馈效果更佳;对于文本错误,直接反馈对三类水平学生影响更为显著;对于语篇错误,中等生和差生最好选择直接反馈。而根据调查问卷数据分析,大多数学生承认教师反馈的重要性,但对教师给与的反馈的处理态度并不积极。与此同时,三种水平的学生都更加偏爱直接反馈也期望教师更多的给予直接反馈,但就长远发展而言,好学生更倾向于选择间接反馈。针对以上研究结果,作者对高中英语写作教学提出了五点建议以期通过提高教师书面反馈效率来提高高中生英语写作水平。
[Abstract]:As we all know, English writing is one of the four skills that high school students should master in listening, speaking, reading and writing. As an indispensable part of English teaching, English writing is an important and difficult part of English teaching. How to improve learners' writing ability has always been an important issue for senior English teachers. Therefore, as an important link in senior high school English writing teaching, teacher feedback is particularly important. Although many scholars at home and abroad have conducted extensive discussions on teacher feedback from various angles, most of these discussions are based on the induction and arrangement of previous theories, and most of the research objects are focused on the relatively high level of writing of college students. This research takes the senior high school students as the research object, adopts the quantitative and qualitative research method, through the experiment, the questionnaire investigation and the interview way, In particular, the following problems should be solved: what are the different effects of different types of teachers' corrective feedback in improving students' English writing at different levels? What are the attitudes, preferences and expectations of students at different levels to teachers' corrective feedback? The results show that both direct and indirect feedback have a positive effect on the improvement of students' English writing ability. Among them, direct feedback has a more significant effect on students, especially poor students. At the same time, the acceptance degree of indirect feedback class is more different than that of direct feedback class. Some students improved significantly by using indirect feedback, while others made little progress. In addition, for different types of errors, different levels of students apply different ways of feedback. For ontological errors, good students use indirect feedback better; for text errors, direct feedback is more significant for the three levels of students; for text errors, middle and poor students are better to choose direct feedback. According to the questionnaire data analysis, most students admit the importance of teacher feedback, but the attitude to teachers' feedback is not positive. At the same time, students at all three levels prefer direct feedback and expect teachers to give more direct feedback, but in the long run, good students tend to choose indirect feedback. In view of the above findings, the author puts forward five suggestions for senior high school English writing teaching in order to improve the English writing proficiency of senior high school students by improving the efficiency of teachers' written feedback.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2153661
[Abstract]:As we all know, English writing is one of the four skills that high school students should master in listening, speaking, reading and writing. As an indispensable part of English teaching, English writing is an important and difficult part of English teaching. How to improve learners' writing ability has always been an important issue for senior English teachers. Therefore, as an important link in senior high school English writing teaching, teacher feedback is particularly important. Although many scholars at home and abroad have conducted extensive discussions on teacher feedback from various angles, most of these discussions are based on the induction and arrangement of previous theories, and most of the research objects are focused on the relatively high level of writing of college students. This research takes the senior high school students as the research object, adopts the quantitative and qualitative research method, through the experiment, the questionnaire investigation and the interview way, In particular, the following problems should be solved: what are the different effects of different types of teachers' corrective feedback in improving students' English writing at different levels? What are the attitudes, preferences and expectations of students at different levels to teachers' corrective feedback? The results show that both direct and indirect feedback have a positive effect on the improvement of students' English writing ability. Among them, direct feedback has a more significant effect on students, especially poor students. At the same time, the acceptance degree of indirect feedback class is more different than that of direct feedback class. Some students improved significantly by using indirect feedback, while others made little progress. In addition, for different types of errors, different levels of students apply different ways of feedback. For ontological errors, good students use indirect feedback better; for text errors, direct feedback is more significant for the three levels of students; for text errors, middle and poor students are better to choose direct feedback. According to the questionnaire data analysis, most students admit the importance of teacher feedback, but the attitude to teachers' feedback is not positive. At the same time, students at all three levels prefer direct feedback and expect teachers to give more direct feedback, but in the long run, good students tend to choose indirect feedback. In view of the above findings, the author puts forward five suggestions for senior high school English writing teaching in order to improve the English writing proficiency of senior high school students by improving the efficiency of teachers' written feedback.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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