大学英语写作教学中同伴反馈的有效性研究

发布时间：2020-12-05 02:27

　　作为写作反馈的其中一种类型,同伴反馈是学生们在写作过程中为了得到写作指导和反馈而交换阅读写作草稿的一项写作修改阶段的活动(Leki,1990)。早在18世纪70年代,格拉斯哥的大学教授George Jardine就描述了写作同伴反馈的实施方法及其优势(Gaillet 1992)。但一直到20世纪80年代初起,同伴反馈作为过程写作法的重要活动内容之一,才逐渐受到国外研究者的关注。已有研究分别从分析学习者对同伴反馈的态度、同伴反馈与教师反馈的对比、同伴反馈的有效性等视角展开,但从非英语专业大学生现有写作现状出发,探究同伴反馈更有助于改善哪种类型错误的研究相对较少。不仅如此,同时关注几次写作任务中同伴修改类型变化情况及不同写作水平学生英语写作成绩变化的研究也为数不多。本篇研究的重点是大学英语写作教学中同伴反馈的应用与实践。主要目的在于探究非英语专业大学生现阶段写作现状以及同伴反馈是否有助于改善写作中出现的问题,最终论证大学英语写作教学中同伴反馈的有效性,以期达到提高学生英语写作水平的效果。本文运用了文献法、文本分析法、对比分析法、问卷调查法和访谈法。在以往研究综述的基础上,研究采用来源于论文... 

【文章来源】：哈尔滨师范大学黑龙江省

【文章页数】：172 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purposes
    1.3 Research Significance
    1.4 Research Methods
    1.5 Thesis Framework
Chapter Two Literature Review
    2.1 Related Concepts
        2.1.1 Definition of Writing Feedback
        2.1.2 Classification of Writing Feedback
        2.1.3 Definition of Peer Feedback
    2.2 Foreign Research on Peer Feedback
        2.2.1 Analysis of Learners’ Attitudes towards Peer Feedback
        2.2.2 Comparative Research between Peer Feedback and Teacher Feedback .
        2.2.3 Effectiveness of Peer Feedback
    2.3 Domestic Research on Peer Feedback
        2.3.1 Analysis of Learners’ Attitudes to Peer Feedback
        2.3.2 Comparative Research Between Peer Feedback and Teacher Feedback
        2.3.3 Effectiveness Study of Peer Feedback
    2.4 College English Course and College English Writing Teaching
        2.4.1 Orientation of College English Course
        2.4.2 College English Writing Teaching
    2.5 Summary
Chapter Three Theoretical Basis
    3.1 Cooperative Learning Theory
        3.1.1 Definition of Cooperative Learning Theory
        3.1.2 Characteristics of Cooperative Learning Theory
        3.1.3 The Relationship between Cooperative Learning Theory and Peer Feedback
    3.2 Vygotsky’s “Zone of Proximal Development”
        3.2.1 Definition of Vygotsky’s “Zone of Proximal Development” Theory
        3.2.2 Characteristics of Vygotsky’s “Zone of Proximal Development” Theory
        3.2.3 The Relationship between Vygotsky’s “Zone of Proximal Development” Theory and Peer Feedback
    3.3 Interaction Hypothesis in Second Language Acquisition
        3.3.1 Definition of Interaction Hypothesis in Second Language Acquisition ..
        3.3.2 Characteristics of the Interaction Hypothesis in Second Language Acquisition
        3.3.3 The Relationship between Interaction Hypothesis in Second Language Acquisition and Peer Feedback
Chapter Four Research Design and Research Methods
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Methods
        4.3.1 Literature Review
        4.3.2 Questionnaire Method
        4.3.3 Interview Method
        4.3.4 Text Analysis
        4.3.5 Comparative Analysis
    4.4 Research Instruments
        4.4.1 Three Writing Test Paper: Pre-Test, Mid-Test and Post-Test
        4.4.2 Three Writing Tasks
        4.4.3 Scoring Criteria
        4.4.4 Peer Feedback Reference Table
        4.4.5 Questionnaire
        4.4.6 Interview Outline
    4.5 Research Process
        4.5.1 Teaching Empirical Background
        4.5.2 Research Process
Chapter Five Data Analysis and Discussion
    5.1 Analysis of Subjects’ Writing Situation Before Experiment
        5.1.1 Statistics of Subject Surveyed
        5.1.2 Analysis and Discussion of Subject Interview Results before Experiments
    5.2 Analysis and Discussion of Writing Achievements
        5.2.1 Descriptive Analysis of English Writing Achievements of Subjects in Two Classes before and after the Experiment
        5.2.2 Analysis of Differences in English Writing Achievements between the Two Classes before and after the Experiment
        5.2.3 Differences in the Writing Achievements of Pre-Test, Mid-Test and Post-Test in the Experimental Class
        5.2.4 Analysis of Differences in Writing Achievements of Subjects with Different Writing Proficiency in Experimental Class
    5.3 Analysis and Discussion of Three Writing Tasks
        5.3.1 Analysis of the Subjects’ Errors and Peer Revision
        5.3.2 Analysis of the Number of Five Types of Errors and Revision Rate
        5.3.3 Analysis of the Correction Rate of Peer Revision
    5.4 Analysis and Discussion of Questionnaire
        5.4.1 Descriptive Statistical Analysis of the Questionnaire
        5.4.2 Analysis of Questionnaire in ANOVA
    5.5 Analysis and Discussion of Interviews
        5.5.1 Analysis and Discussion of Teacher Interview Results
        5.5.2 Analysis and Discussion of Subject Interview Results
Chapter Six Conclusion
    6.1 Main Findings
    6.2 Implications
    6.3 Limitations
References
APPENDIX
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
    Appendix Ⅴ
    Appendix Ⅵ
    Appendix Ⅶ
    Appendix Ⅷ
    Appendix Ⅸ
    Appendix Ⅹ
    Appendix Ⅺ
    Appendix Ⅻ
    Appendix XIII
    Appendix XIV
    Appendix XV
    Appendix XⅥ
攻读硕士学位期间所发表的论文
Acknowledgements


【参考文献】：
期刊论文
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[4]1983—2012外语/二语写作教学中的同伴反馈——基于国内外22种语言学主要期刊论文的统计与分析[J]. 郭翠红,兰素萍.  外语教育. 2013(00)
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[8]近期国内写作反馈研究综述及其启示[J]. 曾利红.  大家. 2012(04)
[9]不同分组条件下同侪反馈对学生英语写作的影响[J]. 高歌.  外语学刊. 2010(06)
[10]同侪互评与教师评阅在英语专业写作课中的对比研究[J]. 纪小凌.  解放军外国语学院学报. 2010(05)

硕士论文
[1]同伴互评对不同写作水平的非英语专业大学生作文修改的影响[D]. 周辉.安徽大学 2010
[2]英语写作教学中有效反馈途径的实证研究[D]. 杜丽娟.兰州大学 2008
[3]关于互评法对外语学习者写作能力的影响的研究[D]. 吕佩玉.华南师范大学 2003



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