同伴反馈在高中英语写作教学中的应用研究

发布时间：2018-07-01 20:19

本文选题：建构主义 + 同伴反馈　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：英语写作作为语言交际的一种重要形式,在英语学习中占有相当重要的地位。学生的写作能力能够体现出其对英语的综合应用能力。写作反馈是写作教学过程中的重要环节,目前国内高中英语写作反馈主要是以教师的反馈为主。随着过程教学法的盛行,同伴反馈在写作教学中应用的有效性成为国内外学者们研究的热门课题。然而,同伴反馈在英语写作中的应用的研究所得结论有所不同,对其应用效果也颇具争议。因此,笔者将通过理论分析结合教学实践,旨在探讨同伴反馈在高中英语写作教学过程中应用的有效性,同时提出同伴反馈在高中英语写作课堂的应用有效策略及可行方案。本研究将回答以下三个问题:1.高中生对英语写作教学中的应用同伴反馈持有什么态度?2.同伴反馈在高中英语写作中的应用对于不同水平学生的写作成绩有何影响?3.同伴反馈在高中英语写作教学中的应用对学生的写作水平有何影响(写作的流利性,准确性以及复杂性)?为了回答以上三个研究问题,笔者在赤峰市乌丹一中高二年级选取两个平行班(共82名学生)分别作为该实验的控制班和实验班,实验前对两个班级写作进行前测。在写作教学实验前一周发放了对同伴反馈态度的调查问卷并且抽取六名写作水平不等的学生进行了访谈。此外,在实验前进行了同伴反馈的介绍和训练。在教学实验过程中,两个班级教学内容和写作时间完全一致,实验班写作反馈采用的是同伴反馈,控制班采用的反馈方式是教师反馈。经过15周的写作教学实验,调查问卷,访谈,前后测的写作成绩以及学生的写作草稿的分析整理结果通过SPSS17.0统计软件进行分析。研究结果显示:一、高二学生在实验前后对同伴反馈的态度有所不同,后测问卷中认可同伴反馈的人数明显多于实验前,且大部分学生认为同伴反馈有利于提高他们的写作水平并愿意继续在其写作过程中应用。二、实验班里不同写作水平的学生实验后写作水平有不同程度的提高,低水平的学生提高程度高于高水平的学生。且实验组的后测成绩提高程度和控制组提高程度相当。三、同伴反馈提高了学生写作的综合水平。学生的写作在准确性上有显著的提高,流利性有一定的提高,但是语法复杂性没有明显改变。最后,作者论述了同伴反馈机制对当前高中英语写作教学的启示与建议,以及该研究的局限性,并从宏观和微观两个角度提出了该研究的未来研究方向。
[Abstract]:As an important form of language communication, English writing plays an important role in English learning. Students' writing ability can reflect their comprehensive application of English. Writing feedback is an important link in the process of writing teaching. At present, teachers' feedback is the main part of writing feedback in senior high school in China. With the prevalence of process teaching, the effectiveness of peer feedback in writing teaching has become a hot topic for scholars at home and abroad. However, the application of peer feedback in English writing has different conclusions, and the effect of peer feedback on English writing is controversial. Therefore, through theoretical analysis and teaching practice, the author aims to explore the effectiveness of peer feedback in senior high school English writing teaching, and put forward effective strategies and feasible solutions for the application of peer feedback in senior high school English writing classroom. This study will answer the following three questions: 1. What is the attitude of senior high school students towards applied peer feedback in English writing teaching? How does the application of peer feedback in senior high school English writing affect students' writing scores at different levels? How does the application of peer feedback in high school English writing teaching affect students' writing proficiency (fluency, accuracy and complexity of writing)? In order to answer the above three research questions, the author selected two parallel classes (82 students) as the control class and the experimental class respectively in grade two of the first grade high school in Chifeng City. The writing of the two classes was tested before the experiment. A questionnaire on peer feedback attitude was sent out one week before the writing teaching experiment and six students with different writing levels were interviewed. In addition, peer feedback was introduced and trained before the experiment. In the process of teaching experiment, the teaching content and writing time of the two classes are identical. The experimental class adopts peer feedback and the control class adopts teacher feedback. After 15 weeks of writing teaching experiments, questionnaires, interviews, before and after the test of writing scores as well as the students' draft of the analysis of the results were analyzed by SPSS 17.0 statistical software. The results show that: first, the attitudes of the second year students toward peer feedback are different before and after the experiment, and the number of students who approve peer feedback in the posttest questionnaire is significantly higher than that before the experiment. And most students think that peer feedback is helpful to improve their writing ability and will continue to be applied in their writing process. Second, the students with different writing levels in the experimental class improved their writing level to different degrees, and the students of low level were higher than those of high level students. The improvement of post-test scores in the experimental group was similar to that in the control group. Third, peer feedback improves the comprehensive level of students' writing. Students' writing accuracy and fluency have been improved, but grammatical complexity has not changed significantly. Finally, the author discusses the implications and suggestions of peer feedback mechanism for the current English writing teaching in senior high schools, as well as the limitations of the study, and puts forward the future research direction of the study from both macro and micro perspectives.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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