教師直接反饋與間接反饋對初中不同英語水平學習者寫作準確度的影響對比研究
發(fā)布時間：2020-11-01 21:59
教師書面修正性反饋是英語寫作教學必不可少的一部分。以往的大量實驗研究表明:在英語寫作教學中,教師書面修正性反饋對提高學生的寫作水平有重要作用。然而,筆者發(fā)現(xiàn)大多數(shù)關(guān)于教師修正性反饋對英語寫作影響的研究,往往只使用一種類型的反饋而不是根據(jù)學生的寫作水平給出具體的反饋。本篇論文從整體上探討了教師書面直接修正性反饋和教師書面間接修正性反饋對初中生英語寫作準確度的影響,并在此基礎(chǔ)上對比了教師書面直接修正性反饋與間接修正性反饋對提高不同英語寫作水平學習者寫作準確度的不同效果。在本研究中,教師書面修正性反饋是指教師為幫助學生提高書面寫作而對學生的書面作業(yè)做出的一種評價。根據(jù)書面反饋的顯性程度,教師書面修正性反饋可分為直接修正性反饋和間接修正性反饋。教師書面直接修正性反饋是指教師在識別學生作文中的錯誤時直接給出正確的形式,而間接修正性反饋是指教師僅用紅筆在錯誤處劃線并指定錯誤類別,但不會糾正它們,而是讓學生自己改正。本研究選取深圳市某初中兩個班級的100名學生作為研究對象。其中A班(49人)接受教師直接書面修正性反饋,B班(51人)接受教師間接書面修正性反饋。兩個班所有學生根據(jù)上學期期末英語考試寫作成績分成高中低三組。整個實驗從2018年3月開始至2018年7月結(jié)束,共持續(xù)18周。實驗結(jié)束后,從每班三個水平組中共抽取18名學生進行訪談,以期了解學生對教師直接書面修正性反饋和間接書面修正性反饋的態(tài)度和期望。本研究主要回答以下三個問題:1)哪種教師書面修正性反饋對提高初中生英語寫作準確度更有效,是直接反饋還是間接反饋?2)哪種教師書面修正性反饋對提高不同寫作水平初中生的英語寫作準確度更有效?3)初中生對教師書面直接和間接修正性反饋的態(tài)度和期望是什么?本研究采用測試、半結(jié)構(gòu)訪談法對兩種不同類型的教師修正性反饋的效果進行了對比研究。數(shù)據(jù)收集后,筆者借助SPSS17.0統(tǒng)計軟件采用配對樣本t檢驗和獨立樣本t檢驗來檢驗顯著性。通過為期四個月的教學實驗,主要結(jié)果如下:1、教師直接書面修正性反饋和教師間接書面修正性反饋均能提高初中生英語寫作準確度,且兩種反饋方式在效果上沒有顯著差異。2、教師間接書面修正性反饋比教師直接書面修正性反饋更能促進初中英語中等水平學習者的英語寫作準確度的提高;教師直接書面修正性比教師間接書面修正性反饋更能促進初中英語低水平學習者的英語寫作準確度的提高;對于初中高水平學習者而言,兩種反饋方式均能有效提高英語寫作準確度。3、絕大多數(shù)學生認為教師反饋很重要,而且有助于提高寫作準確度;對于高水平學習者,他們更期待教師給予間接書面修正性反饋;對于中等水平的學習者,他們希望教師給予間接書面修正性反饋的同時配合直接書面修正性反饋;對于低水平的學習者,他們更傾向于教師直接書面修正性反饋。
【學位單位】：陜西師范大學
【學位級別】：碩士
【學位年份】：2019
【中圖分類】：G633.41
【文章目錄】：
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
攻讀學位期間科研成果
【參考文獻】
本文編號：2866157
【學位單位】：陜西師范大學
【學位級別】：碩士
【學位年份】：2019
【中圖分類】：G633.41
【文章目錄】：
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
攻讀學位期間科研成果
【參考文獻】
相關(guān)期刊論文 前10條
1 姜琳;陳錦;;讀后續(xù)寫對英語寫作語言準確性、復雜性和流利性發(fā)展的影響[J];現(xiàn)代外語;2015年03期
2 劉永厚;;英語專業(yè)寫作小組同伴反饋和教師反饋效果研究[J];外語界;2015年01期
3 紀小凌;陸曉;;教師書面反饋即時效果研究[J];當代外語研究;2014年08期
4 王海華;李俐;;直接反饋和間接反饋對學生英語寫作質(zhì)量的影響[J];外語教育研究;2014年01期
5 楊麗娟;楊曼君;張陽;;我國英語寫作教學三種反饋方式的對比研究[J];外語教學;2013年03期
6 李競;;英語寫作教學中教師書面反饋效果的案例研究[J];外語界;2013年02期
7 王穎;劉振前;;教師反饋對英語寫作準確性、流利性、復雜性和總體質(zhì)量作用的研究[J];外語教學;2012年06期
8 李勇;鄧紅霞;;教師書面修正性反饋對英語寫作復雜度的影響[J];外語研究;2012年02期
9 張素敏;;二語習得中的反饋與目的語發(fā)展研究[J];外國語(上海外國語大學學報);2011年05期
10 陳慧媛;;英語寫作表現(xiàn)測量指標的類別及特性研究[J];現(xiàn)代外語;2010年01期
相關(guān)碩士學位論文 前3條
1 卜雅晴;教師書面糾正性反饋對高中生英語寫作準確性的影響實證研究[D];湖南師范大學;2016年
2 丁盼盼;直接和間接書面修正性反饋對初中生英語寫作影響的研究[D];華中師范大學;2016年
3 李會娜;教師書面修正性反饋對英語寫作的影響[D];湖南大學;2009年
本文編號：2866157
本文鏈接：http://www.sikaile.net/zhongdengjiaoyulunwen/2866157.html
教材專著
