本文選題：同伴互改 + 性別��； 參考：《四川外國語大學(xué)》2017年碩士論文

【摘要】：以維果斯基的社會文化理論為視角,依靠支架理論的支持,同伴互改活動被經(jīng)常使用于英語寫作課。學(xué)生們通過與自己的同伴合作交流,一起發(fā)現(xiàn)并且修改自己作文中的錯誤,從而扮演主動積極的學(xué)習(xí)角色。研究顯示,在互改交流過程中,會出現(xiàn)許多同伴支架,促進彼此雙方的語言學(xué)習(xí)。不同的同伴會給互改過程中支架的搭建帶來不同的影響,研究者們已經(jīng)研究了不同語言水平的同伴組合間可能出現(xiàn)的不同支架結(jié)果,卻很少有研究關(guān)注不同性別組合的同伴是否存在較大的支架差異。在英語寫作的同伴互改交流中,安排不同的性別組合完成修改任務(wù),他們各組的支架功能會出現(xiàn)怎樣的區(qū)別和特征?是什么原因?qū)е碌?對寫作教學(xué)有怎樣的影響?這都是本研究關(guān)注的焦點。本研究選取8名正在學(xué)習(xí)大學(xué)公共英語的大一學(xué)生作為研究對象(4名男同學(xué),4名女同學(xué)),他們的英語水平處于該校全部大一學(xué)生的中等平均水平。對這8名學(xué)生進行分組實驗觀察,以此來獲得男生組,女生組,男女混合組三組同伴搭配的實驗數(shù)據(jù)。各小組任選一位同伴先完成一篇作文,然后開始同伴互改,交流過程大概持續(xù)20-30分鐘,全過程進行對話錄音,完成同伴互改后,原作者修改好自己的作文,上交最后的完成稿,結(jié)束后,研究者會進行個人的采訪,實驗觀察時間為一個月。最終研究結(jié)果表明,三類性別搭配的同伴組,他們的支架功能存在各自明顯差異;主要體現(xiàn)在支架功能的類別和出現(xiàn)頻次兩方面。這其中,男女混合組出現(xiàn)的支架功能種類最多,并且各類支架功能出現(xiàn)頻次最為均衡;同時,控制挫折,引起興趣,和示范這三種支架的變化最為明顯;結(jié)合訪談結(jié)果分析,性別意識和話語風(fēng)格的改變是三類同伴組出現(xiàn)差異的原因,學(xué)生們在面對不同性別伙伴時,會自主進行性別意識劃分,進而改變自己的話語風(fēng)格,產(chǎn)出具有一定傾向性的話語選擇,直接造成了支架功能在數(shù)值和類別上的改變;最后,通過對修改后的作文進行正確率統(tǒng)計,男女混合組的正確率最高,成為同伴互改效果最佳組。本研究說明了性別因素會給同伴寫作互改任務(wù)帶來影響,并且會直接影響最后的學(xué)習(xí)效果。大學(xué)外語課堂不是單一性別教育,如果教師能多關(guān)注性別因素,合理安排同伴搭配,勢必能促進學(xué)生體驗到更好的學(xué)習(xí)效果。
[Abstract]:From the perspective of Vygoski's sociocultural theory and supported by the scaffold theory, peer modification activities are often used in English writing classes. Students play an active learning role by working with their peers to discover and correct errors in their compositions. The research shows that in the process of mutual change communication, there are many peer scaffolds to promote each other's language learning. Different peers have different effects on the scaffold construction in the process of mutual transformation. Researchers have studied the possible different scaffold results among peer combinations at different language levels. However, few studies have focused on whether or not there are significant differences in the stents of peers with different gender combinations. What are the differences and characteristics of the scaffold function of each group when different gender combinations are arranged to complete the modification task in the peer change communication of English writing? What caused it? How does it affect the teaching of writing? This is the focus of this study. In this study, 8 freshmen studying college English were selected as the subjects of the study. Four male students and four female students were selected as the subjects. Their English proficiency was at the average level of all freshmen in this school. The 8 students were observed in groups to obtain the experimental data of three groups: male group, female group and mixed group. Each group chooses a companion to complete a composition first, and then starts peer change. The communication process lasts about 20-30 minutes. The whole process of dialogue is recorded. After the peer changes, the original author modifies his composition and hands in the final completed manuscript. After that, the researchers conducted personal interviews for a month. The final results showed that there were significant differences in the scaffold function among the three types of gender matched peer groups, mainly in the category and occurrence frequency of scaffold function. Among them, the male and female mixed group appeared the most kinds of stent function, and all kinds of stent function appeared the most balanced frequency; at the same time, the frustration control, interest, and demonstration of the changes of the three scaffolds were the most obvious; combined with the results of the interview analysis, The gender awareness and the change of discourse style are the reasons for the differences among the three groups. Students will divide their gender consciousness independently in the face of different gender partners, and then change their discourse style. The output has a certain tendency of discourse selection, which directly results in the change of the scaffold function in value and category. Finally, through the correct rate statistics of the modified composition, the correct rate of male and female mixed group is the highest. To become the best group of peer mutual improvement. The present study shows that gender factors have an impact on peer-writing interaction tasks and can directly affect the final learning effect. College foreign language classroom is not a single sex education. If teachers can pay more attention to gender factors and arrange the collocation of peers reasonably, it will promote students to experience better learning effect.
【學(xué)位授予單位】：四川外國語大學(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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