英语专业学生对于同伴互评看法的调查研究

发布时间：2019-06-10 17:58

【摘要】：在过去的二十年,外语写作教学界发生了翻天覆地的变化,过程写作方法被越来越多的研究者引进课堂并且随着成为课堂的主流。因此,同伴互评在二十世纪八十年代以来成为大家的研究热点。但是,在中国对于同伴互评的研究与国外相比比较匮乏,研究成果也不及西方国家。因此,现在有必要在中国的外语写作教学环境下对同伴互评进行深入的研究,以便帮助研究者,学者及教师对于同伴互评有个更深入的了解。本研究基于国内外同伴互评的研究综述,在外语教学的语境下,调查了中国英语专业的大学生对于同伴互评的态度。本研究的被试是来自江西师范大学的164名英语专业大二学生组成的。作者调查了英语专业学生对同伴互评态度的差异,探讨了不同的英语写作水平对同伴互评态度的差异,还探究了性别对同伴互评态度的影响。本文的研究工具主要是问卷,访谈和期末写作水平测试卷。所收集的数据运用社会科学统计软件SPSS13.0进行分析。根据数据的分析结果,本研究得出以下结论:1)英语专业的学生对同伴互评持肯定的态度。49%的被试喜欢阅读同伴的作文,41.3%的被试喜欢参与同伴互评环节,52.4%的被试认为阅读同伴的书面评语让其受益匪浅。根据平均值统计,相对于参与同伴互评环节和阅读同伴的书面评语来说,被试更喜欢阅读同伴的写作。被试还称通过同伴互评活动,他们的篇章内容,组织结构和言语措辞都有了一定的提高。同时,被试都对现在的写作教学和作文修改现状满意。2)高低水平之间对于同伴互评的态度存在一定的差异。根据独立样本的数据分析,高低水平的被试在阅读同伴的写作和参与同伴互评环节存在显著性差异。然而,他们在阅读同伴的书面评语和对现在的写作教学和作文修改现状这方面没有差异。3)相对于高低组的被试之间对于同伴互评态度的差异,男女生之间没有那么显著的差异,只是在参与同伴互评环节上存在差异。男生或许因为性格的原因,不能像女生那样自如与自然地表达自己,因此在参与同伴互评的积极性和兴趣上与女生存在差异。不可否认的是,本研究对今后的写作教学具有一定的启示意义。首先同伴互评应该适应并融入到中国的外语教学语境中。具体来说,同伴互评中的写作教学应该是包括三轮的多稿写作教学。其次,教师在给学生分组时应该考虑到以下的三个方面:学生的语言水平,教师应该经常变换学生的分组以及学生拥有自己选择同伴的权利。最后,为了学生在同伴互评中能有个更好的表现,教师应该给予学生相关的培训。
[Abstract]:In the past two decades, great changes have taken place in the field of foreign language writing teaching. Process writing methods have been introduced into the classroom by more and more researchers and become the mainstream of the classroom. Therefore, peer mutual evaluation has become a hot research topic since 1980 s. However, the research on peer mutual evaluation in China is scarce compared with foreign countries, and the research results are not as good as those in western countries. Therefore, it is necessary to conduct an in-depth study of peer mutual evaluation in the teaching environment of foreign language writing in China in order to help researchers, scholars and teachers have a deeper understanding of peer mutual evaluation. Based on the review of peer mutual evaluation at home and abroad, this study investigates the attitudes of Chinese English majors towards peer mutual assessment in the context of foreign language teaching. The subjects in this study are composed of 164 sophomores majoring in English from Jiangxi normal University. The author investigates the differences of English majors' attitudes towards peer mutual evaluation, probes into the differences of different English writing levels on peer mutual evaluation attitudes, and also explores the influence of gender on peer mutual evaluation attitudes. The main research tools of this paper are questionnaires, interviews and final writing level tests. The collected data were analyzed by social science statistical software SPSS13.0. According to the results of data analysis, the conclusions of this study are as follows: 1) English majors have a positive attitude towards peer mutual evaluation. 49% of the subjects like to read their peers' composition, 41.3% of the subjects like to participate in the peer mutual evaluation link, 52.4% of the subjects thought that reading their partner's written comments benefited them a lot. According to the average statistics, the subjects preferred reading peer writing to participating in peer mutual evaluation and reading peer written comments. The subjects also said that their text content, organizational structure and speech wording had been improved to a certain extent through peer evaluation activities. At the same time, the subjects are satisfied with the current situation of writing teaching and composition revision. 2) there are some differences in the attitude towards peer mutual evaluation between high and low levels. According to the data analysis of independent samples, there are significant differences in reading peer writing and participating in peer mutual evaluation. However, there is no difference between them in reading the written comments of their peers and in the present situation of writing teaching and composition revision. 3) compared with the subjects in the high and low groups, there is no difference in the attitude towards peer mutual evaluation between the subjects in the high and low groups. There is no significant difference between male and female students, but there are differences in participating in peer mutual evaluation. Boys may not be able to express themselves as freely and naturally as girls because of personality reasons, so they are different from girls in their enthusiasm and interest in participating in peer mutual evaluation. It is undeniable that this study has certain enlightenment significance to the writing teaching in the future. First of all, peer mutual evaluation should adapt to and integrate into the context of foreign language teaching in China. Specifically, the writing teaching in peer mutual evaluation should include three rounds of multi-draft writing teaching. Secondly, when dividing students into groups, teachers should take into account the following three aspects: students' language proficiency, teachers should often change students' grouping and students have the right to choose their own companions. Finally, in order for students to have a better performance in peer evaluation, teachers should give students relevant training.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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