教師反饋是提高學(xué)生寫作技能的重要手段,不同類型的教師反饋往往對學(xué)生的寫作水平產(chǎn)生不同的效果。國內(nèi)的研究多數(shù)都集中在大學(xué)和高中階段的學(xué)生對教師反饋的反應(yīng)上,而對初中生的反饋偏好關(guān)注相對較少。本研究以研究者的教學(xué)實踐為基礎(chǔ),嘗試探究初中英語寫作教學(xué)中教師書面反饋與口頭反饋的整合及其對學(xué)生寫作成績的影響。本文以互動假說,輸出理論和注意假設(shè)為研究的理論基礎(chǔ),著重探討了兩個研究問題:1.教師書面反饋和口頭反饋的整合對學(xué)生的寫作能力有什么影響?2.教師書面反饋和口頭反饋的整合對學(xué)生的寫作動機(jī)有什么影響?本研究以沈陽市一所普通初中的初三（2）班的48名學(xué)生為研究對象,同時,此次行動研究共持續(xù)三個月,其中,前六周采用直接反饋與口頭反饋相結(jié)合的反饋方式,其余六周采用間接反饋與口頭反饋相結(jié)合的反饋方式。本次研究的研究工具包括問卷、訪談、教師反思日志和寫作測試�；谘芯拷Y(jié)果,研究者得出以下結(jié)論:1.教師書面反饋和口頭反饋的整合能夠提高學(xué)生的寫作水平。2.教師書面反饋和口頭反饋的整合能夠提高學(xué)生的寫作動機(jī)。此外,本論文為后續(xù)研究提供了一些建議:1.延長研究的時間。2.探究教師反饋與同伴反饋及電子反饋的整合。 

【文章來源】：沈陽師范大學(xué)遼寧省

【文章頁數(shù)】：116 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Teacher Feedback
        2.1.1 Teacher Written Feedback
        2.1.2 Oral Feedback
        2.1.3 The Integration of Teacher Written Feedback and Oral feedback
    2.2 English Writing Teaching
        2.2.1 Nature of Writing
        2.2.2 Approaches to English Writing Teaching
    2.3 The Relationship between Teacher Feedback and English Writing Teaching
    2.4 Related Theories about Teacher Feedback
        2.4.1 Interaction Hypothesis
        2.4.2 Output Hypothesis
        2.4.3 Noticing Hypothesis
    2.5 Action Research
        2.5.1 Definition of Action Research
        2.5.2 Features of Action Research
        2.5.3 Procedures of Action Research
    2.6 Previous Studies on Teacher Feedback
        2.6.1 Previous Studies Abroad
        2.6.2 Previous Studies at Home
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3 Teaching Reflective Journals
        3.3.4 Writing Tests
    3.4 Data Collection and Analysis
        3.4.1 Data Collection and Analysis of Questionnaires
        3.4.2 Data Collection and Analysis of Interviews
        3.4.3 Data Collection and Analysis of Teaching Reflective Journals
        3.4.4 Data Collection and Analysis of Tests
Chapter 4 The First Round Action Research
    4.1 Identifying Problems
    4.2 Making the Action Plan
    4.3 Implementing the Action plan
    4.4 Reflection and Evaluation
        4.4.1 Analysis of the Results of the Questionnaire
        4.4.2 Analysis of the Results of the Interview
        4.4.3 Analysis of the Results of the Teaching Reflective Journals
        4.4.4 Analysis of the Test
    4.5 Summary of Major Achievements and Problems
        4.5.1 Major Achievements
        4.5.2 Major Problems
Chapter 5 The Second Round Action Research
    5.1 Identifying Problems
    5.2 Adjusting the Action Plan
    5.3 Implementing the Action plan
    5.4 Reflection and Evaluation
        5.4.1 Analysis of the Results of the Questionnaire
        5.4.2 Analysis of the Results of the Interview
        5.4.3 Analysis of the Results of the Teaching Reflective Journals
        5.4.4 Analysis of the Results of Tests
    5.5 Summary of Major Achievements and Problems
        5.5.1 Major Achievements
        5.5.2 Major Problems
    5.6 Discussion of Research Questions
        5.6.1 The Effects of the Integration of Teacher Written Feedback and Oral Feedback on Students’Writing Ability
        5.6.2 The Effects of the Integration of Teacher Written Feedback and Oral Feedback on Students’Motivation
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J


【參考文獻(xiàn)】：
期刊論文
[1]大學(xué)英語寫作教學(xué)中的教師反饋研究[J]. 汪虹.  英語廣場. 2019(07)
[2]英語寫作教師評語反饋的禮貌策略分析[J]. 陳梅松.  中國外語教育. 2015(03)
[3]口頭反饋對中國學(xué)習(xí)者英語冠詞和介詞習(xí)得效果研究[J]. 張凱,王同順.  外語教學(xué)理論與實踐. 2014(02)
[4]書面糾正性反饋與二語習(xí)得——針對英語類指名詞短語用法的實證研究[J]. 姜琳,陳錦.  當(dāng)代外語研究. 2013(11)
[5]英語寫作教學(xué)中教師書面反饋效果的案例研究[J]. 李競.  外語界. 2013(02)
[6]大學(xué)英語寫作教學(xué)中教師書面反饋的研究[J]. 唐瑩瑩.  合肥工業(yè)大學(xué)學(xué)報(社會科學(xué)版). 2013(01)
[7]教師反饋與同伴反饋——社會文化活動理論視角下的差異與融合[J]. 于書林.  現(xiàn)代外語. 2013(01)
[8]教師反饋對英語寫作準(zhǔn)確性、流利性、復(fù)雜性和總體質(zhì)量作用的研究[J]. 王穎,劉振前.  外語教學(xué). 2012(06)
[9]課堂評價的挑戰(zhàn)[J]. 鐘啟泉.  全球教育展望. 2012(01)
[10]學(xué)習(xí)者性格類型與教師修正性反饋形式研究[J]. 何靜秋,楊勁松.  長春大學(xué)學(xué)報. 2011(11)



本文編號：2976514