初中学生英语水平对同伴反馈在文本修改中效果的影响
发布时间：2021-05-25 16:54
初中写作的评价模式单一,多为教师评价。这种单一的评价模式一方面给教师带来了很大的负担,也难以确保评价的科学性和全面性.无法对学生形成正确的指导。同伴反馈不仅可以大大减轻教师的批改任务,同时还能提高学生文本修改的效果。国内外研究都表明,同伴反馈对学生文本修改的效果会受到学生英语水平的影响。这个影响既来自于评价者的英语水平,又来自于写作者的英语水平,所以又有学者提出同伴互评在文本修改中的效果是受到评价者和写作者双方英语水平差距的影响的。因此本文旨在通过同伴互评的教学实验,探究初中生英语水平对同伴反馈在文本修改中效果的影响。研究对象为武汉一所初中的48名初二学生。研究分为三个阶段:一、在准备阶段,通过批改学生作文和教师意见了解学生英语水平,将学生分成高中低三个水平,并分成12组。二、通过专门的讲解和组织同伴互评,使学生熟悉这项活动,并学会如何对同伴的作文给出反馈。三、进行教学实验,提供必要指导;三、在教学实验结束后,进行问卷调查,并整理收集所有的文本资料。本次研究发现:第一、同伴反馈在文本修改中的效果会受到评价者语言水平的影响,且成正性相关第二、同伴反馈在文本修改中的效果也会受到作者语言水平...
【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校
【文章页数】：57 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1. Introduction
1.1 Background of this study
1.2 Research purposes and significance
1.3 Layout of the thesis
2. Literature Review
2.1 Peer feedback
2.1.1 The definition of peer feedback
2.1.2 From teacher feedback to peer feedback
2.1.3 Dimensions of peer feedback
2.2 The language level of students
2.3 The influence of students' language level on the effectiveness of peer feedback on composition revision
2.3.1 The meaning of "effectiveness"
2.3.2 The effectiveness of peer feedback and students' language level
2.3.2.1 The reviewer's language level
2.3.2.2 The author's language level
2.3.2.3 The interaction between language level of the author and the reviewer
3. Theoretical Background
3.1 Process writing theory
3.2 Zone of proximal development
3.3 Learner autonomy
4. Research Design
4.1 Research questions
4.2 Context and participants
4.3 Research instruments
4.3.1 Questionnaire
4.3.2 Students' first compositions, second compositions, and peer review sheets
4.4 procedures
4.4.1 Preparation
4.4.2 Formal implementation
4.4.3 Collecting the data
4.5 Data collection and analysis
4.5.1 Collecting students' first drafts and second drafts
4.5.2 Collecting the questionnaires
5. Results and Discussion
5.1 The influence of the reviewer's language level on the effectiveness of peer feedback
5.1.1 The practicality of the feedback from reviewers of different levels
5.1.2 The adoption of the feedback from reviewers of different levels
5.1.3 The correct revisions produced by reviewers of different language levels
5.2 The influence of the author's language level on the effectiveness of peer feedback
5.2.1 The practicality of feedback received by authors of different language levels
5.2.2 The adoption of peer feedback of authors of different language levels
5.2.3 The correct revision of different level authors
5.3 The influence of the interaction between the reviewer's and the author's language level on the effectiveness of peer feedback
5.3.1 The effectiveness of peer feedback between pairs of the same language level
5.3.2 The effectiveness of peer feedback of pairs with language level gap
5.3.3 The comparison of the effectiveness of peer feedback from pairs withlanguage level gap and pairs of the same level
6. Conclusion
6.1 Major findings
6.2 Implication
6.3 Limitations of this research
6.4 Suggestions for further study
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Peer review sheet
本文编号：3205686
【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校
【文章页数】：57 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1. Introduction
1.1 Background of this study
1.2 Research purposes and significance
1.3 Layout of the thesis
2. Literature Review
2.1 Peer feedback
2.1.1 The definition of peer feedback
2.1.2 From teacher feedback to peer feedback
2.1.3 Dimensions of peer feedback
2.2 The language level of students
2.3 The influence of students' language level on the effectiveness of peer feedback on composition revision
2.3.1 The meaning of "effectiveness"
2.3.2 The effectiveness of peer feedback and students' language level
2.3.2.1 The reviewer's language level
2.3.2.2 The author's language level
2.3.2.3 The interaction between language level of the author and the reviewer
3. Theoretical Background
3.1 Process writing theory
3.2 Zone of proximal development
3.3 Learner autonomy
4. Research Design
4.1 Research questions
4.2 Context and participants
4.3 Research instruments
4.3.1 Questionnaire
4.3.2 Students' first compositions, second compositions, and peer review sheets
4.4 procedures
4.4.1 Preparation
4.4.2 Formal implementation
4.4.3 Collecting the data
4.5 Data collection and analysis
4.5.1 Collecting students' first drafts and second drafts
4.5.2 Collecting the questionnaires
5. Results and Discussion
5.1 The influence of the reviewer's language level on the effectiveness of peer feedback
5.1.1 The practicality of the feedback from reviewers of different levels
5.1.2 The adoption of the feedback from reviewers of different levels
5.1.3 The correct revisions produced by reviewers of different language levels
5.2 The influence of the author's language level on the effectiveness of peer feedback
5.2.1 The practicality of feedback received by authors of different language levels
5.2.2 The adoption of peer feedback of authors of different language levels
5.2.3 The correct revision of different level authors
5.3 The influence of the interaction between the reviewer's and the author's language level on the effectiveness of peer feedback
5.3.1 The effectiveness of peer feedback between pairs of the same language level
5.3.2 The effectiveness of peer feedback of pairs with language level gap
5.3.3 The comparison of the effectiveness of peer feedback from pairs withlanguage level gap and pairs of the same level
6. Conclusion
6.1 Major findings
6.2 Implication
6.3 Limitations of this research
6.4 Suggestions for further study
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Peer review sheet
本文编号：3205686
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