高中英语写作中教师书面反馈特征研究

发布时间：2018-07-30 06:46

【摘要】：教师书面反馈作为一种评价方式,在中学生英语写作中起着至关重要的作用。近二十年来,无数学者都致力于研究教学过程中的教师书面反馈语。然而,鲜有学者关注高中不同年龄段英语教师在运用教师书面反馈语上的差异。为此,本文采用作文样本、问卷调查、访谈等相结合的方法,探究高中英语教师运用教师书面反馈语的类型,其中包括教师书面反馈语的总体特征,青年教师(30岁以下)与中年教师(45岁以上)在教师书面反馈语使用上存在的差异以及学生对教师书面反馈语的看法等。主要研究问题是：(1)高中生英语写作中教师书面反馈语的总体特征如何?(2)青年教师(30岁以下)与中年教师(45岁以上)在教师书面反馈语使用上存在哪些差异?(3)学生对教师书面反馈语的看法如何?本研究采用定量与定性相结合的方法。定量研究主要包括600份高一学生作文样本和一份自行设计的问卷,问卷的总体信度为.814。问卷于2016年1月6日分发给丹阳高级中学和吕叔湘中学共188名高一学生,最终161份有效。接着,研究者采用SPSS 16.0软件对问卷数据进行了统计分析。定性研究采用非结构化访谈形式,访谈对象为6名高一学生和6名英语教师。访谈用中文进行,研究者对整个过程进行录音并随后转写成英文进行研究。通过对所采集的数据进行的定量和定性分析,本研究得出如下结论：第一,高中英语教师主要呈现两种教师书面反馈形式：纠错性反馈和非纠错性反馈。相对而言,在批改学生作文时,他们较频繁地使用“纠错性反馈”,而极少使用“非纠错性反馈”。在“纠错性反馈”中,英语教师采用“直接纠正性反馈”的频率略高于“间接纠正性反馈”。在“非纠错性反馈”中,“对将来写作的建议”是最不常用的反馈方式。第二,青年教师(30岁以下)和中年教师(45岁以上)在教师书面反馈运用方面存在年龄差异。一般而言,青年教师(30岁以下)在“纠错性反馈”以及“非纠错性反馈”方面的平均分均高于中年教师(45岁以上),且这两个年龄段在“纠错性反馈”(p=.000.05)上表现出显著差异。此外,就具体的“纠错性反馈”方式而言,青年教师(30岁以下)和中年教师(45岁以上)在“直接纠正性反馈”(p=.000.05)表现出显著差异,两个年龄段的教师在“直接纠正性反馈”层面的“修改词汇”(p=.000.05)、“修改语法”(p=.000.05)以及“修改拼写”(p=.006.05)上也表现出显著差异。第三,高中生对教师书面反馈的看法不一致。大多数学生更喜欢教师采用“纠错性反馈”对作文进行批改。此外,在“纠错性反馈”中,“修改语法”是最受学生欢迎的“直接纠正性反馈”方式；“指示+定位错误”是最受学生喜爱的“间接纠正性反馈”,而“直接指示”反馈最不受欢迎。当提及“非纠错性反馈”,.大多数学生倾向于教师采用“对将来写作的建议”这一反馈方式。以上结论对英语教学的启示是：英语教师应足够重视教师书面反馈,并根据学生作文中出现的错误类型,选择恰当的反馈方式,这会使得教师书面反馈呈现出多样化。其次,值得注意的是,教师还应该多多关注高、低水平学生在写作中表现出的不同语言水平,并根据其不同特点,采用个性化教学。
[Abstract]:As an evaluation method, teachers' written feedback plays a vital role in middle school students' English writing. In the past twenty years, numerous scholars have devoted themselves to the study of teachers' written feedback in the course of teaching. However, few scholars have paid attention to the differences in the written feedback of teachers of different ages in high school. A combination of composition samples, questionnaires and interviews is used to explore the types of written feedback in high school English teachers using teachers' written feedback, including the overall characteristics of teachers' written feedback, the differences between young teachers (under 30 years old) and middle-aged teachers (45 years old) in the use of teachers' book feedback language and students' writing to teachers. The main research questions are: (1) what are the general characteristics of teachers' written feedback in senior high school English writing? (2) what are the differences between young teachers (under 30 years of age) and middle-aged teachers (45 years old) in the use of teachers' written feedback? (3) what is the opinion of the students on the teacher's written feedback? The quantitative study mainly included 600 high school students' composition samples and a self-designed questionnaire. The overall reliability of the questionnaire was distributed to 188 senior students in Danyang high school and Lv Shuxiang middle school in January 6, 2016, and the final 161 were valid. Then, the researchers adopted the SPSS 16 software to the number of questionnaires. According to the statistical analysis, the non structured interview was used in the qualitative study. The interview subjects were 6 senior students and 6 English teachers. The interview was conducted in Chinese. The researchers recorded the whole process and then translated into English. The following conclusions were drawn by the quantitative and qualitative analysis of the data collected. First, senior high school English teachers mainly present two kinds of teachers' written feedback form: error correction feedback and non correction feedback. Relatively speaking, they frequently use "error correction feedback" while correcting students' composition, but rarely use "non correction feedback". In "error correction feedback", English teachers adopt "direct correction". The frequency of feedback is slightly higher than the "indirect corrective feedback". In the "non correction feedback", "suggestions for future writing" are the most frequently used feedback. Second, young teachers (under 30 years of age) and middle-aged teachers (over 45 years old) are in the age difference in the application of teachers' written feedback. Generally speaking, young teachers (under 30 years of age) The average scores of "error correction feedback" and "non correction feedback" were higher than those of middle age teachers (45 years old), and the two ages showed significant differences in "error correction feedback" (p=.000.05). In addition, in terms of "error correction feedback", young teachers (under 30 years of age) and middle-aged teachers (over 45 years old) were in the case of "error correction feedback". "Direct corrective feedback" (p=.000.05) showed significant differences. Two age groups showed significant differences in "modified vocabulary" (p=.000.05), "modified grammar" (p=.000.05) and "modified spelling" (p=.006.05) at the level of "direct corrective feedback". Third, high school students have different views on Teachers' written feedback. Most students prefer the teacher to correct the composition with "error correction feedback". In addition, in the "error correction feedback", "modifying the grammar" is the most popular "direct corrective feedback" method; "directive + positioning error" is the most popular "corrective feedback", and "direct indication" is the opposite. When it comes to "non correction feedback", most students tend to adopt the feedback method of "suggestions for future writing". The above conclusions are that English teachers should pay enough attention to teachers' written feedback and choose appropriate feedback according to the types of errors in their students' compositions. In addition, it is worth noting that teachers should pay more attention to the different language levels of high and low level students in writing, and adopt individualized teaching according to their different characteristics.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【相似文献】