教师直接反馈与间接反馈对初中不同英语水平学习者写作准确度的影响对比研究
发布时间：2020-11-01 21:59
教师书面修正性反馈是英语写作教学必不可少的一部分。以往的大量实验研究表明:在英语写作教学中,教师书面修正性反馈对提高学生的写作水平有重要作用。然而,笔者发现大多数关于教师修正性反馈对英语写作影响的研究,往往只使用一种类型的反馈而不是根据学生的写作水平给出具体的反馈。本篇论文从整体上探讨了教师书面直接修正性反馈和教师书面间接修正性反馈对初中生英语写作准确度的影响,并在此基础上对比了教师书面直接修正性反馈与间接修正性反馈对提高不同英语写作水平学习者写作准确度的不同效果。在本研究中,教师书面修正性反馈是指教师为帮助学生提高书面写作而对学生的书面作业做出的一种评价。根据书面反馈的显性程度,教师书面修正性反馈可分为直接修正性反馈和间接修正性反馈。教师书面直接修正性反馈是指教师在识别学生作文中的错误时直接给出正确的形式,而间接修正性反馈是指教师仅用红笔在错误处划线并指定错误类别,但不会纠正它们,而是让学生自己改正。本研究选取深圳市某初中两个班级的100名学生作为研究对象。其中A班(49人)接受教师直接书面修正性反馈,B班(51人)接受教师间接书面修正性反馈。两个班所有学生根据上学期期末英语考试写作成绩分成高中低三组。整个实验从2018年3月开始至2018年7月结束,共持续18周。实验结束后,从每班三个水平组中共抽取18名学生进行访谈,以期了解学生对教师直接书面修正性反馈和间接书面修正性反馈的态度和期望。本研究主要回答以下三个问题:1)哪种教师书面修正性反馈对提高初中生英语写作准确度更有效,是直接反馈还是间接反馈?2)哪种教师书面修正性反馈对提高不同写作水平初中生的英语写作准确度更有效?3)初中生对教师书面直接和间接修正性反馈的态度和期望是什么?本研究采用测试、半结构访谈法对两种不同类型的教师修正性反馈的效果进行了对比研究。数据收集后,笔者借助SPSS17.0统计软件采用配对样本t检验和独立样本t检验来检验显著性。通过为期四个月的教学实验,主要结果如下:1、教师直接书面修正性反馈和教师间接书面修正性反馈均能提高初中生英语写作准确度,且两种反馈方式在效果上没有显著差异。2、教师间接书面修正性反馈比教师直接书面修正性反馈更能促进初中英语中等水平学习者的英语写作准确度的提高;教师直接书面修正性比教师间接书面修正性反馈更能促进初中英语低水平学习者的英语写作准确度的提高;对于初中高水平学习者而言,两种反馈方式均能有效提高英语写作准确度。3、绝大多数学生认为教师反馈很重要,而且有助于提高写作准确度;对于高水平学习者,他们更期待教师给予间接书面修正性反馈;对于中等水平的学习者,他们希望教师给予间接书面修正性反馈的同时配合直接书面修正性反馈;对于低水平的学习者,他们更倾向于教师直接书面修正性反馈。
【学位单位】：陕西师范大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
Acknowledgements
Abstract
摘要
Abbreviation
Chapter One Introduction
1.1 Research Background
1.1.1 The Importance of English Writing
1.1.2 The Current Situation of English Writing Instruction
1.1.3 Necessity of Written Corrective Feedback in English Writing
1.2 Significance and Innovation of the Current Research
1.3 An Overview of the Thesis
Chapter Two Literature Review
2.1 Definition of Terms
2.1.1 Definition of Feedback
2.1.2 Definition of Written Corrective Feedback
2.1.3 Definition of Direct WCF and Indirect WCF
2.1.4 Definition of Writing Accuracy
2.2 Related Research on Effects of WCF at Home and Abroad
2.2.1 Research on Effects of WCF on English Writing
2.2.2 Research on Effects of Direct and Indirect WCF on English Writing
2.3 Research on WCF and Learners' Proficiency Level
2.4 Research on Students' Attitudes and Preferences towards Direct WCF andIndirect WCF
2.5 Research on Instruments of Measuring Writing Accuracy
2.6 Theoretical Framework
2.6.1 Noticing Hypothesis
2.6.2 Output Hypothesis
2.6.3 Sociocultural Theory
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Pre-test
3.3.2 Post-test
3.3.3 Semi-structured Interview
3.4 Procedures
3.4.1 Writing Tasks
3.4.2 The Procedures of the Research
3.5 Data Collection
3.5.1 Pre-test
3.5.2 Post-test
3.5.3 Semi-structured Interview
3.6 Data Analysis
Chapter Four Results and Discussion
4.1 Results of Quantitative Research
4.1.1 Descriptive Statistics of the Error Rate from Pre-test in Two Classe
4.1.2 Comparison of the Error Rate in Two Classes from Pre-test
4.1.3 Descriptive Statistics of the Error Rate from Post-test in Two Classes
4.1.4 Comparison of the Error Rate between Two Classes from Post-test
4.1.5 Comparison of the Error Rate of Pre-test and Post-test in Two Classes
4.1.6 Comparison of the Error Rate of Post-test among Three Groups betweenClass A and Class B
4.2 Results of Qualitative Research
4.2.1 High-level Group Students
4.2.2 Intermediate-level Group Students
4.2.3 Low-level Group Students
4.3 Discussion
4.3.1 Results of Effects of Direct WCF and Indirect WCF on WritingAccuracy in Two Classes
4.3.2 Results of Effects of Direct WCF and Indirect WCF on WritingAccuracy for Different Writing Proficiency Groups in Two Classes
4.3.3 Students' Attitudes and Expectations towards Direct WCF and IndirectWCF
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ Pre-test Paper of English Writing
Appendix Ⅱ Post-test Paper of English Writing
Appendix Ⅲ Samples of Pre-test
Appendix Ⅳ Samples of post-test
Appendix Ⅴ
Appendix Ⅵ
攻读学位期间科研成果
【参考文献】
本文编号：2866157
【学位单位】：陕西师范大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
Acknowledgements
Abstract
摘要
Abbreviation
Chapter One Introduction
1.1 Research Background
1.1.1 The Importance of English Writing
1.1.2 The Current Situation of English Writing Instruction
1.1.3 Necessity of Written Corrective Feedback in English Writing
1.2 Significance and Innovation of the Current Research
1.3 An Overview of the Thesis
Chapter Two Literature Review
2.1 Definition of Terms
2.1.1 Definition of Feedback
2.1.2 Definition of Written Corrective Feedback
2.1.3 Definition of Direct WCF and Indirect WCF
2.1.4 Definition of Writing Accuracy
2.2 Related Research on Effects of WCF at Home and Abroad
2.2.1 Research on Effects of WCF on English Writing
2.2.2 Research on Effects of Direct and Indirect WCF on English Writing
2.3 Research on WCF and Learners' Proficiency Level
2.4 Research on Students' Attitudes and Preferences towards Direct WCF andIndirect WCF
2.5 Research on Instruments of Measuring Writing Accuracy
2.6 Theoretical Framework
2.6.1 Noticing Hypothesis
2.6.2 Output Hypothesis
2.6.3 Sociocultural Theory
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Pre-test
3.3.2 Post-test
3.3.3 Semi-structured Interview
3.4 Procedures
3.4.1 Writing Tasks
3.4.2 The Procedures of the Research
3.5 Data Collection
3.5.1 Pre-test
3.5.2 Post-test
3.5.3 Semi-structured Interview
3.6 Data Analysis
Chapter Four Results and Discussion
4.1 Results of Quantitative Research
4.1.1 Descriptive Statistics of the Error Rate from Pre-test in Two Classe
4.1.2 Comparison of the Error Rate in Two Classes from Pre-test
4.1.3 Descriptive Statistics of the Error Rate from Post-test in Two Classes
4.1.4 Comparison of the Error Rate between Two Classes from Post-test
4.1.5 Comparison of the Error Rate of Pre-test and Post-test in Two Classes
4.1.6 Comparison of the Error Rate of Post-test among Three Groups betweenClass A and Class B
4.2 Results of Qualitative Research
4.2.1 High-level Group Students
4.2.2 Intermediate-level Group Students
4.2.3 Low-level Group Students
4.3 Discussion
4.3.1 Results of Effects of Direct WCF and Indirect WCF on WritingAccuracy in Two Classes
4.3.2 Results of Effects of Direct WCF and Indirect WCF on WritingAccuracy for Different Writing Proficiency Groups in Two Classes
4.3.3 Students' Attitudes and Expectations towards Direct WCF and IndirectWCF
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ Pre-test Paper of English Writing
Appendix Ⅱ Post-test Paper of English Writing
Appendix Ⅲ Samples of Pre-test
Appendix Ⅳ Samples of post-test
Appendix Ⅴ
Appendix Ⅵ
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