發(fā)布時間：2024-03-22 05:41

　　寫作不僅是學(xué)習(xí)者語言技能和語言能力的綜合體現(xiàn),更是高中英語教學(xué)的重要組成部分。然而,目前高中英語寫作現(xiàn)狀卻并不樂觀,主要表現(xiàn)為學(xué)生缺乏寫作興趣,寫作中上下文連貫性差,寫作內(nèi)容不充實等。因此,探索行之有效的方法對提高學(xué)生的英語寫作水平十分必要。同伴反饋作為過程寫作教學(xué)法中的關(guān)鍵步驟,已經(jīng)應(yīng)用于高校英語寫作教學(xué)中,其優(yōu)勢在于可以為學(xué)習(xí)者提供更全面、更詳細(xì)的反饋,但是迄今為止其在高中的應(yīng)用研究還比較少。本文基于過程寫作法和最近發(fā)展區(qū)理論,通過實證研究的方法,考察同伴反饋在高中英語寫作教學(xué)中的效果。本文試圖回答以下三個問題:(1)同伴反饋對學(xué)生英語寫作水平的影響如何?(2)同伴反饋對學(xué)生的作文修改有怎樣的影響?(3)學(xué)生對同伴反饋的態(tài)度如何?本研究從2017年9月11日到12月29日在安陽一中進(jìn)行了為期十六周的實驗。研究對象是高一年級兩個平行班的111名學(xué)生。實驗前,首先對實驗班的56名學(xué)生進(jìn)行了同伴反饋活動的培訓(xùn)。實驗期間,實驗組同學(xué)根據(jù)同伴反饋表對同伴作文進(jìn)行評價和修改,原作者根據(jù)同伴的反饋完成二稿,然后交由老師進(jìn)行反饋,最終完成三稿。而控制班的55名學(xué)生仍采用傳統(tǒng)的教師反饋的方式,并根據(jù)...

【文章頁數(shù)】：61 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Objectives and Significance of the Research
    1.3 Outline of the Thesis
Chapter Two Literature Review
    2.1 Research on Feedback
        2.1.1 Definition and Classification of Feedback
        2.1.2 Definition and Features of Peer Feedback
    2.2 Theoretical Foundations
        2.2.1 Process Writing Theory
        2.2.2 Vygotsky’s Zone of Proximal Development (ZPD)
    2.3 Related Studies on Peer Feedback
        2.3.1 Studies on Peer Feedback Abroad
        2.3.2 Studies on Peer Feedback at Home
    2.4 Summary
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Participants
    3.3 Reaearch Instruments
        3.3.1 Pre-test and Post-test
        3.3.2 Three Writing Tasks
        3.3.3 Text Analysis
        3.3.4 Questionnaire
        3.3.5 Interview
    3.4 Research Procedures
        3.4.1 Pre-test
        3.4.2 Pre-training
        3.4.3 Different Treatments Between CC and EC
        3.4.4 Post-test
        3.4.5 Questionnaire and Interview
    3.5 Data Collection
Chapter Four Results and Discussion
    4.1 Analysis of the Test Results
        4.1.1 The Comparison between EC and CC in the Pre-test
        4.1.2 The Comparison between EC and CC in the Post-test
        4.1.3 The Comparison of Scores of Pre-test and Post-test in EC
        4.1.4 The Comparison of Scores of Pre-test and Post-test in CC
    4.2 Analysis of Students’ Drafts and Feedback Sheets
    4.3 Analysis of Questionnaires
    4.4 Analysis of the Interview
    4.5 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Present Study and Suggestions for Future Research
Bibliography
Appendix A Criteria of College Entrance Examination
Appendix B Peer Feedback Sheet
Appendix C Topics of Three Writing Tasks
Appendix D Topics of Pre-test and Post-test
Appendix E The Questionnaire
Appendix F The Interview
Appendix G The Scores of Pre-test and Post-test in EC
Appendix H The Scores of Pre-test and Post-test in CC



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