教师书面反馈与电子反馈相结合对初中生英语写作质量的影响

发布时间：2018-03-19 13:50

本文选题：写作质量　切入点：教师书面反馈　出处：《云南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：写作作为外语学习中的一项重要的产出活动,写作能力的高低能反映出学习者的语言综合能力。反馈在二语学习中起关键作用,有效的写作反馈形式有助于提高学生写作的质量。当前的英语写作反馈中,教师的书面反馈仍占主导地位。但近年来,信息技术快速发展,电子信息技术广泛应用于教学中。当前,微信受到了初中生的青睐,其使用非常普遍。虽然有研究者尝试探究结合微信反馈和传统书面反馈在写作教学中的影响,但国内在此方面的研究主要集中于大学领域,针对初中生英语写作电子反馈的研究相对较少。研究旨在探索运用微信对初中生写作进行反馈的可行性,探讨在英语写作教学中,将传统书面反馈与电子反馈相结合的反馈形式对学生写作质量的影响。本研究采用实验研究来探讨此问题,对云南省昆明市某中学初二年级的2个平行班的60名学生进行了教学实验,其中一个班为控制班,另一个班为实验班。前者在写作反馈过程中,教师仅给予传统书面反馈,后者则得到教师的传统书面反馈和微信反馈。本次教学实验持续12周,通过对比学生前测、后测的作文成绩和试验后对学生的访谈和问卷调查,并利用SPSS18.0进行数据分析来验证将教师书面反馈与电子反馈相结合的有效性。试验后对学生进行问卷调查及访谈,进一步深入探究学生对该反馈模式的态度及接受程度。调查结果表明,受试的实验班和控制班在英语写作质量上有明显差异。实验班取得的进步明显高于控制班,说明“传统书面反馈与微信电子反馈相结合”的写作反馈模式有助于学生写作质量的提高。此外,访谈及问卷结果表明,学生对电子反馈持积极态度,认可度较高,但也反映出该反馈模式在实际运用中存在一定的问题。基于本研究的结果和讨论,本研究在一定程度上为电子反馈与书面反馈相结合的反馈模式对学生写作质量的影响提供了实证证明,也为初中英语写作的有效反馈提供了教学启示。
[Abstract]:As an important productive activity in foreign language learning, writing ability can reflect learners' comprehensive language competence. Feedback plays a key role in second language learning. The effective form of writing feedback is helpful to improve the quality of students' writing. In the current English writing feedback, the teacher's written feedback is still dominant. However, in recent years, information technology has developed rapidly. Electronic information technology is widely used in teaching. At present, WeChat is favored by junior high school students, and its use is very common. Although some researchers try to explore the influence of combining WeChat feedback with traditional written feedback in writing teaching, However, the domestic research on this aspect is mainly focused on the university field, and there are relatively few researches on the electronic feedback of junior high school students' English writing. The purpose of the study is to explore the feasibility of using WeChat to provide feedback to junior high school students' writing, and to explore the feasibility of using WeChat in the teaching of English writing. The effect of traditional written feedback and electronic feedback on students' writing quality is discussed in this study. A teaching experiment was conducted on 60 students in two parallel classes in a middle school in Kunming, Yunnan Province. One class is a control class and the other is an experimental class. In the writing feedback process of the former, the teacher only gives traditional written feedback. The latter received traditional written feedback from teachers and feedback from WeChat. The teaching experiment lasted 12 weeks. SPSS18.0 is used to analyze the data to verify the effectiveness of combining written feedback with electronic feedback. After the experiment, the students are investigated and interviewed. The results show that there are significant differences in the quality of English writing between the experimental class and the control class. The progress of the experimental class is significantly higher than that of the control class. The results of interviews and questionnaires show that the students have a positive attitude towards electronic feedback and a high degree of recognition, and the results of interviews and questionnaires show that the writing feedback mode of "combination of traditional written feedback and WeChat electronic feedback" is helpful to improve the quality of students' writing. But it also reflects that there are some problems in the practical application of the feedback model. To some extent, this study provides empirical evidence for the influence of the feedback mode of electronic feedback and written feedback on students' writing quality, and also provides teaching enlightenment for the effective feedback of junior high school English writing.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】