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高中师生对学生英语写作中教师反馈看法的调查研究

发布时间:2018-04-13 10:52

  本文选题:教师反馈 + 高中 ; 参考:《江西师范大学》2017年硕士论文


【摘要】:从上世纪九十年代开始,研究者和老师对英语写作中的教师反馈很是重视并对教师反馈的有效性做了大量研究。然而大部分研究探究教师反馈对学生写作技能的影响,却忽视了老师和学生对教师反馈的看法。此外,大部分的教师写作反馈研究都是在二语环境中进行的,在其他语境比如外语环境的研究很少。国内大部分地研究注重于探究哪些教师反馈类型对大学生有效。所以,关于高中师生对教师反馈看法的研究很稀缺。本研究从错误反馈,评价反馈,对反馈的重视程度和反馈后的做法等四个方面探究高中教师反馈的现状。本研究以九江一所高中的40名英语老师和150名高二学生为被试,采用问卷和访谈的方式获取研究数据。通过对得到的定量和定性数据进行分析,试图得到师生对教师反馈的整体态度和揭露老师和学生对教师反馈看法的不同之处。同时本研究还比较高低水平学生对教师反馈的看法,进而找出两组学生之间看法的不同之处。本次研究所得结论如下:1)学生喜欢直接反馈方式并对希望老师在反馈中使用代码。他们觉得老师应当既要注重形式上的反馈,也要注重内容上的反馈。此外,学生对谁应该对作文纠错负责持中立态度,并且他们希望老师对他们作文批改多加重视。学生希望老师给出口头评价并且在作文中给出分数并提供详细、赞扬的评语。2)老师喜欢提供直接反馈。他们不太喜欢用代码和间接反馈方式。老师也认为形式上的反馈和内容上的反馈要并重。老师认为纠错是老师责任但是他们不太喜欢对学生作文全面修改。他们经常给出口头评价并提供分数和书面评语。3)高低水平学生在纠错反馈策略、反馈的全面性和反馈的责任等三个方面对教师反馈的看法有一定差异。根据以上结果,本研究对英语写作老师提出以下建议。第一,老师应了解学生对教师反馈的看法,并对如何在学生作文中提供作文反馈寻求有效办法。其次,老师应该注重师生对反馈的看法和他们在学生作文中的实际做法的不同之处,把师生看法和实际做法结合起来。最后,老师应该根据个体差异来指定不同的反馈策略。对于那些低水平学生,老师应该提供更加详尽的反馈,来帮助他们修改作文。然而,对于那些低水平学生,老师应该提供一些不是很详尽的反馈,以此来提高他们自主学习能力。
[Abstract]:Since the 1990s, researchers and teachers have attached great importance to teacher feedback in English writing and have done a lot of research on the effectiveness of teacher feedback.However, most of the studies explored the influence of teacher feedback on students' writing skills, but ignored teachers and students' views on teacher feedback.In addition, most of the teacher writing feedback studies are conducted in L2 context, but few in other contexts such as foreign language context.Most studies in China focus on which types of teacher feedback are effective for college students.Therefore, the high school teachers and students on the feedback of teachers is very rare.This study explores the current situation of high school teachers' feedback from four aspects: error feedback, evaluation feedback, the degree of attention to feedback and the way of feedback.In this study, 40 English teachers and 150 sophomore students from a high school in Jiujiang were investigated by questionnaire and interview.By analyzing the quantitative and qualitative data, this paper tries to find out the overall attitude of teachers and students towards teachers' feedback and reveal the differences between teachers' and students' views on teachers' feedback.At the same time, this study also compares the views of high and low level students on teachers' feedback, and then finds out the differences between the two groups of students.The results of this study are as follows: 1: 1) students like direct feedback and use code in feedback.They feel that teachers should pay attention to both formal and content feedback.In addition, students are neutral about who should be responsible for correcting their compositions, and they want teachers to pay more attention to their composition correction.Students want the teacher to give an oral evaluation and give a grade in the composition with detailed praise. 2) the teacher likes to provide direct feedback.They are less likely to use code and indirect feedback.Teachers also think that both formal and content feedback should be given equal weight.Teachers think error correction is the teacher's responsibility, but they don't like to revise the composition completely.They often give oral evaluation and provide scores and written comments. 3) students at high and low levels have different views on teacher feedback in three aspects: error correction feedback strategy, feedback comprehensiveness and feedback responsibility.Based on the above results, this study makes the following suggestions for English writing teachers.First, teachers should understand students' views on teacher feedback and seek effective ways to provide composition feedback in students' compositions.Secondly, teachers should pay attention to the differences between teachers and students' views on feedback and their actual practices in students' compositions, and combine the views of teachers and students with the actual practices.Finally, teachers should assign different feedback strategies according to individual differences.For low-level students, teachers should provide more detailed feedback to help them revise their compositions.However, for low-level students, teachers should provide less detailed feedback to improve their autonomous learning ability.
【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】:G633.41

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