寫作作為語言學(xué)習(xí)信息輸出的一種重要手段,在英語學(xué)習(xí)中起著非常重要的作用。然而,長久以來,對(duì)于許多中國大學(xué)生而言,其寫作能力依然非常薄弱。因此,眾多學(xué)者認(rèn)為,采用一種有效的英語寫作教學(xué)法對(duì)于提高學(xué)習(xí)者寫作能力至關(guān)重要。近年來,隨著過程寫作法的盛行,反饋?zhàn)鳛閷懽鹘虒W(xué)的重要組成部分,對(duì)于提高大學(xué)生英語寫作能力有著不可小覷的作用。由此可見,將反饋理論應(yīng)用于英語寫作教學(xué)從而提高學(xué)生英語寫作能力已成為一項(xiàng)意義深刻的研究課題。鑒于此,本文旨在通過考查將同伴反饋、師生會(huì)談式反饋以及教師反饋相結(jié)合的反饋方式對(duì)大學(xué)英語寫作的影響來探索一種有效的大學(xué)英語寫作教學(xué)反饋途徑。本研究選取西安工程大學(xué)2013級(jí)非英語專業(yè)80名學(xué)生作為研究對(duì)象,將其分為實(shí)驗(yàn)班與控制班,并對(duì)實(shí)驗(yàn)班學(xué)生開展為期一個(gè)學(xué)期的基于反饋理論的寫作教學(xué)實(shí)驗(yàn)。具體而言,研究采用定量分析的科學(xué)研究方法,包括問卷調(diào)查、英語寫作測(cè)試及課堂實(shí)驗(yàn),旨在回答以下3個(gè)問題:1)非英語專業(yè)學(xué)生對(duì)英語寫作反饋的態(tài)度如何?2)經(jīng)過基于反饋理論的寫作教學(xué)實(shí)驗(yàn)后,實(shí)驗(yàn)班與控制班學(xué)生英語寫作成績存在何種差異?3)經(jīng)過基于反饋理論的寫作教學(xué)實(shí)驗(yàn)后,實(shí)驗(yàn)班學(xué)生對(duì)于寫作反饋所持態(tài)... 

【文章來源】：西安工程大學(xué)陜西省

【文章頁數(shù)】：83 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Theoretical Basis
        2.1.1 Process Approach Theory
        2.1.2 Interaction Hypothesis
    2.2 Feedback Theory
        2.2.1 Definitions of Feedback
        2.2.2 Classifications of Feedback
    2.3 Relationship Between Feedback and Second Language Writing
    2.4 Previous Relevant Studies both at Home and Abroad
        2.4.1 Related Studies Abroad
        2.4.2 Related Studies at Home
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Writing Test and Writing Tasks
        3.3.3 Writing Teaching Experiment
    3.4 Procedures of Data Collection and Data Analysis
Chapter Four Results and Discussion
    4.1 Subjects’ Attitudes Toward Current English Writing Feedback
        4.1.1 Subjects’ Attitudes Toward Current English Writing Feedback
        4.1.2 Subjects’ Attitudes Toward Current Teacher Feedback
        4.1.3 Subjects’ Attitudes Toward Current Peer Feedback
        4.1.4 Subjects’ Attitudes Toward Current Teacher-student ConferenceFeedback
        4.1.5 Subjects’ Attitudes to Current Disposal of Teacher Feedback and PeerFeedback
    4.2 Comparison of Subjects’ Writing Performance Between EC and CC
        4.2.1 Comparison of the Pre-test Writing Performance Between EC and CC
        4.2.2 Comparison of the Post-test Writing Performance Between EC and CC
    4.3 Changes of Attitudes to English Writing Feedback in Experimental Class
        4.3.1 Changes of Attitudes to English Writing Feedback in ExperimentalClass
        4.3.2 Changes of Attitudes to Teacher Feedback in Experimental Class
        4.3.3 Changes of Attitude to Peer Feedback in Experimental Class
        4.3.4 Changes of Attitudes to Teacher-student Conference Feedback inExperimental Class
        4.3.5 Changes of Attitudes to Disposal of Teacher Feedback and PeerFeedback in Experimental Class
Chapter Five Conclusion
    5.1 Summary of the Major Findings
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Present Study
    5.4 Suggestions for Future Studies
BIBLIOGRAPHY
APPENDIX I
APPENDIX II
APPENDIX III
APPENDIX IV
APPENDIX V
作者攻讀學(xué)位期間發(fā)表學(xué)術(shù)論文清單
ACKNOWLEDGEMENTS


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