教师直接反馈和间接反馈对高中英语写作修正性效果的影响
发布时间：2019-03-22 20:39
【摘要】：英语写作作为英语学习的重要组成部分,在现代英语教学中占据重要的地位。然而,英语写作却是英语教学中的一个薄弱环节,如何提高学生的英语写作水平,近年来成为社会研究的热点。关于教师反馈的有效性,国内外学者已经进行了大量的研究并基本达成共识。但是,对于教师直接反馈和教师间接反馈而言,哪种反馈方式更有利于学生英语写作水平的提高,至今仍没有定论。本研究采用实证研究的形式,针对教师直接反馈和间接反馈对英语写作的修正性效果展开对比研究。笔者依据过程教学法的程序,采用反馈—改错的形式对学生写作中的问题进行研究。笔者将某校高二的72名学生(同在一班)分为两组:直接反馈组和间接反馈组,每组36人,进行了为期8周的英语写作反馈训练。首先,笔者要求学生根据教师提出的写作要求进行英语作文的写作;然后,教师采用不同的反馈形式对学生作文进行反馈。对直接反馈组学生的作文采用直接改正的形式,对间接反馈组学生的作文采用划下划线的形式进行反馈。然后,将带有教师反馈信息的学生作文返还给他们,要求学生根据教师的反馈对作文进行有效修正并再次上交修正后的作文。最后,教师对学生修正的作文再次进行评判,探究教师不同反馈方式对学生英语写作自我修正的效果。笔者在进行了为期两个月的反馈试验后,又做了有关教师反馈的问卷调查。研究结果表明,教师反馈有助于学生英语写作水平的提高,教师间接反馈的效果较直接反馈略好;两种反馈方式在语言形式和语言内容层面对英语写作修正性效果的改善起到促进作用;英语水平差异在一定程度上影响了学生对教师反馈信息的理解和吸收效果。由于受研究时间短、受试群体小等因素的影响,本研究存在一些不足之处,有待进一步改善和发展。在今后教学过程中,笔者将继续研究教师反馈对学生英语写作的影响,采取灵活多样的反馈形式,因材施教,逐步提高学生的英语写作水平。
[Abstract]:As an important part of English learning, English writing plays an important role in modern English teaching. However, English writing is a weak link in English teaching. In recent years, how to improve students' English writing level has become a hot topic in social research. On the effectiveness of teacher feedback, scholars at home and abroad have done a lot of research and basically reached a consensus. However, as far as teachers' direct feedback and teacher's indirect feedback are concerned, there is still no conclusion as to which way of feedback is more beneficial to the improvement of students' English writing level. The present study is a contrastive study of the correction effects of teachers' direct feedback and indirect feedback on English writing in the form of an empirical study. According to the procedure of the process teaching method, the author studies the problems in students' writing in the form of feedback-correction. The author divided 72 students in a second year of senior high school into two groups: direct feedback group and indirect feedback group, with 36 students in each group. The English writing feedback training was conducted for a period of 8 weeks. The students were divided into two groups: direct feedback group and indirect feedback group. First of all, the author asks students to write English compositions according to teachers' writing requirements, and then, teachers use different forms of feedback to give feedback to students' compositions. Direct correction is used in the composition of the students in the direct feedback group and underlined form is used in the composition of the students in the indirect feedback group. Then, students' compositions with teacher feedback are returned to them, and students are asked to make effective corrections to the compositions according to the teacher's feedback and submit the revised compositions again. Finally, teachers re-evaluate the students' corrected compositions and explore the effects of different feedback ways on self-correction of students' English writing. After a two-month feedback test, the author made a questionnaire survey on teacher feedback. The results show that teacher feedback contributes to the improvement of students' English writing proficiency, and the effect of indirect feedback is slightly better than that of direct feedback. The two ways of feedback play an important role in improving the correction effect of English writing in terms of language form and language content, and the differences in English level affect the students' understanding and absorption of teachers' feedback information to a certain extent. Due to the short study time and small population, there are some deficiencies in this study, which need to be further improved and developed. In the future teaching process, the author will continue to study the impact of teacher feedback on students' English writing, adopt flexible and diverse feedback forms, teach students in accordance with their aptitude, and gradually improve their English writing level.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2445904
[Abstract]:As an important part of English learning, English writing plays an important role in modern English teaching. However, English writing is a weak link in English teaching. In recent years, how to improve students' English writing level has become a hot topic in social research. On the effectiveness of teacher feedback, scholars at home and abroad have done a lot of research and basically reached a consensus. However, as far as teachers' direct feedback and teacher's indirect feedback are concerned, there is still no conclusion as to which way of feedback is more beneficial to the improvement of students' English writing level. The present study is a contrastive study of the correction effects of teachers' direct feedback and indirect feedback on English writing in the form of an empirical study. According to the procedure of the process teaching method, the author studies the problems in students' writing in the form of feedback-correction. The author divided 72 students in a second year of senior high school into two groups: direct feedback group and indirect feedback group, with 36 students in each group. The English writing feedback training was conducted for a period of 8 weeks. The students were divided into two groups: direct feedback group and indirect feedback group. First of all, the author asks students to write English compositions according to teachers' writing requirements, and then, teachers use different forms of feedback to give feedback to students' compositions. Direct correction is used in the composition of the students in the direct feedback group and underlined form is used in the composition of the students in the indirect feedback group. Then, students' compositions with teacher feedback are returned to them, and students are asked to make effective corrections to the compositions according to the teacher's feedback and submit the revised compositions again. Finally, teachers re-evaluate the students' corrected compositions and explore the effects of different feedback ways on self-correction of students' English writing. After a two-month feedback test, the author made a questionnaire survey on teacher feedback. The results show that teacher feedback contributes to the improvement of students' English writing proficiency, and the effect of indirect feedback is slightly better than that of direct feedback. The two ways of feedback play an important role in improving the correction effect of English writing in terms of language form and language content, and the differences in English level affect the students' understanding and absorption of teachers' feedback information to a certain extent. Due to the short study time and small population, there are some deficiencies in this study, which need to be further improved and developed. In the future teaching process, the author will continue to study the impact of teacher feedback on students' English writing, adopt flexible and diverse feedback forms, teach students in accordance with their aptitude, and gradually improve their English writing level.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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