英語專業(yè)學(xué)生對于同伴互評看法的調(diào)查研究
發(fā)布時間：2019-06-10 17:58
【摘要】：在過去的二十年,外語寫作教學(xué)界發(fā)生了翻天覆地的變化,過程寫作方法被越來越多的研究者引進(jìn)課堂并且隨著成為課堂的主流。因此,同伴互評在二十世紀(jì)八十年代以來成為大家的研究熱點。但是,在中國對于同伴互評的研究與國外相比比較匱乏,研究成果也不及西方國家。因此,現(xiàn)在有必要在中國的外語寫作教學(xué)環(huán)境下對同伴互評進(jìn)行深入的研究,以便幫助研究者,學(xué)者及教師對于同伴互評有個更深入的了解。本研究基于國內(nèi)外同伴互評的研究綜述,在外語教學(xué)的語境下,調(diào)查了中國英語專業(yè)的大學(xué)生對于同伴互評的態(tài)度。本研究的被試是來自江西師范大學(xué)的164名英語專業(yè)大二學(xué)生組成的。作者調(diào)查了英語專業(yè)學(xué)生對同伴互評態(tài)度的差異,探討了不同的英語寫作水平對同伴互評態(tài)度的差異,還探究了性別對同伴互評態(tài)度的影響。本文的研究工具主要是問卷,訪談和期末寫作水平測試卷。所收集的數(shù)據(jù)運用社會科學(xué)統(tǒng)計軟件SPSS13.0進(jìn)行分析。根據(jù)數(shù)據(jù)的分析結(jié)果,本研究得出以下結(jié)論:1)英語專業(yè)的學(xué)生對同伴互評持肯定的態(tài)度。49%的被試喜歡閱讀同伴的作文,41.3%的被試喜歡參與同伴互評環(huán)節(jié),52.4%的被試認(rèn)為閱讀同伴的書面評語讓其受益匪淺。根據(jù)平均值統(tǒng)計,相對于參與同伴互評環(huán)節(jié)和閱讀同伴的書面評語來說,被試更喜歡閱讀同伴的寫作。被試還稱通過同伴互評活動,他們的篇章內(nèi)容,組織結(jié)構(gòu)和言語措辭都有了一定的提高。同時,被試都對現(xiàn)在的寫作教學(xué)和作文修改現(xiàn)狀滿意。2)高低水平之間對于同伴互評的態(tài)度存在一定的差異。根據(jù)獨立樣本的數(shù)據(jù)分析,高低水平的被試在閱讀同伴的寫作和參與同伴互評環(huán)節(jié)存在顯著性差異。然而,他們在閱讀同伴的書面評語和對現(xiàn)在的寫作教學(xué)和作文修改現(xiàn)狀這方面沒有差異。3)相對于高低組的被試之間對于同伴互評態(tài)度的差異,男女生之間沒有那么顯著的差異,只是在參與同伴互評環(huán)節(jié)上存在差異。男生或許因為性格的原因,不能像女生那樣自如與自然地表達(dá)自己,因此在參與同伴互評的積極性和興趣上與女生存在差異。不可否認(rèn)的是,本研究對今后的寫作教學(xué)具有一定的啟示意義。首先同伴互評應(yīng)該適應(yīng)并融入到中國的外語教學(xué)語境中。具體來說,同伴互評中的寫作教學(xué)應(yīng)該是包括三輪的多稿寫作教學(xué)。其次,教師在給學(xué)生分組時應(yīng)該考慮到以下的三個方面:學(xué)生的語言水平,教師應(yīng)該經(jīng)常變換學(xué)生的分組以及學(xué)生擁有自己選擇同伴的權(quán)利。最后,為了學(xué)生在同伴互評中能有個更好的表現(xiàn),教師應(yīng)該給予學(xué)生相關(guān)的培訓(xùn)。
[Abstract]:In the past two decades, great changes have taken place in the field of foreign language writing teaching. Process writing methods have been introduced into the classroom by more and more researchers and become the mainstream of the classroom. Therefore, peer mutual evaluation has become a hot research topic since 1980 s. However, the research on peer mutual evaluation in China is scarce compared with foreign countries, and the research results are not as good as those in western countries. Therefore, it is necessary to conduct an in-depth study of peer mutual evaluation in the teaching environment of foreign language writing in China in order to help researchers, scholars and teachers have a deeper understanding of peer mutual evaluation. Based on the review of peer mutual evaluation at home and abroad, this study investigates the attitudes of Chinese English majors towards peer mutual assessment in the context of foreign language teaching. The subjects in this study are composed of 164 sophomores majoring in English from Jiangxi normal University. The author investigates the differences of English majors' attitudes towards peer mutual evaluation, probes into the differences of different English writing levels on peer mutual evaluation attitudes, and also explores the influence of gender on peer mutual evaluation attitudes. The main research tools of this paper are questionnaires, interviews and final writing level tests. The collected data were analyzed by social science statistical software SPSS13.0. According to the results of data analysis, the conclusions of this study are as follows: 1) English majors have a positive attitude towards peer mutual evaluation. 49% of the subjects like to read their peers' composition, 41.3% of the subjects like to participate in the peer mutual evaluation link, 52.4% of the subjects thought that reading their partner's written comments benefited them a lot. According to the average statistics, the subjects preferred reading peer writing to participating in peer mutual evaluation and reading peer written comments. The subjects also said that their text content, organizational structure and speech wording had been improved to a certain extent through peer evaluation activities. At the same time, the subjects are satisfied with the current situation of writing teaching and composition revision. 2) there are some differences in the attitude towards peer mutual evaluation between high and low levels. According to the data analysis of independent samples, there are significant differences in reading peer writing and participating in peer mutual evaluation. However, there is no difference between them in reading the written comments of their peers and in the present situation of writing teaching and composition revision. 3) compared with the subjects in the high and low groups, there is no difference in the attitude towards peer mutual evaluation between the subjects in the high and low groups. There is no significant difference between male and female students, but there are differences in participating in peer mutual evaluation. Boys may not be able to express themselves as freely and naturally as girls because of personality reasons, so they are different from girls in their enthusiasm and interest in participating in peer mutual evaluation. It is undeniable that this study has certain enlightenment significance to the writing teaching in the future. First of all, peer mutual evaluation should adapt to and integrate into the context of foreign language teaching in China. Specifically, the writing teaching in peer mutual evaluation should include three rounds of multi-draft writing teaching. Secondly, when dividing students into groups, teachers should take into account the following three aspects: students' language proficiency, teachers should often change students' grouping and students have the right to choose their own companions. Finally, in order for students to have a better performance in peer evaluation, teachers should give students relevant training.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3
本文編號：2496626
[Abstract]:In the past two decades, great changes have taken place in the field of foreign language writing teaching. Process writing methods have been introduced into the classroom by more and more researchers and become the mainstream of the classroom. Therefore, peer mutual evaluation has become a hot research topic since 1980 s. However, the research on peer mutual evaluation in China is scarce compared with foreign countries, and the research results are not as good as those in western countries. Therefore, it is necessary to conduct an in-depth study of peer mutual evaluation in the teaching environment of foreign language writing in China in order to help researchers, scholars and teachers have a deeper understanding of peer mutual evaluation. Based on the review of peer mutual evaluation at home and abroad, this study investigates the attitudes of Chinese English majors towards peer mutual assessment in the context of foreign language teaching. The subjects in this study are composed of 164 sophomores majoring in English from Jiangxi normal University. The author investigates the differences of English majors' attitudes towards peer mutual evaluation, probes into the differences of different English writing levels on peer mutual evaluation attitudes, and also explores the influence of gender on peer mutual evaluation attitudes. The main research tools of this paper are questionnaires, interviews and final writing level tests. The collected data were analyzed by social science statistical software SPSS13.0. According to the results of data analysis, the conclusions of this study are as follows: 1) English majors have a positive attitude towards peer mutual evaluation. 49% of the subjects like to read their peers' composition, 41.3% of the subjects like to participate in the peer mutual evaluation link, 52.4% of the subjects thought that reading their partner's written comments benefited them a lot. According to the average statistics, the subjects preferred reading peer writing to participating in peer mutual evaluation and reading peer written comments. The subjects also said that their text content, organizational structure and speech wording had been improved to a certain extent through peer evaluation activities. At the same time, the subjects are satisfied with the current situation of writing teaching and composition revision. 2) there are some differences in the attitude towards peer mutual evaluation between high and low levels. According to the data analysis of independent samples, there are significant differences in reading peer writing and participating in peer mutual evaluation. However, there is no difference between them in reading the written comments of their peers and in the present situation of writing teaching and composition revision. 3) compared with the subjects in the high and low groups, there is no difference in the attitude towards peer mutual evaluation between the subjects in the high and low groups. There is no significant difference between male and female students, but there are differences in participating in peer mutual evaluation. Boys may not be able to express themselves as freely and naturally as girls because of personality reasons, so they are different from girls in their enthusiasm and interest in participating in peer mutual evaluation. It is undeniable that this study has certain enlightenment significance to the writing teaching in the future. First of all, peer mutual evaluation should adapt to and integrate into the context of foreign language teaching in China. Specifically, the writing teaching in peer mutual evaluation should include three rounds of multi-draft writing teaching. Secondly, when dividing students into groups, teachers should take into account the following three aspects: students' language proficiency, teachers should often change students' grouping and students have the right to choose their own companions. Finally, in order for students to have a better performance in peer evaluation, teachers should give students relevant training.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3
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