發(fā)布時間：2018-07-12 11:44

  本文選題：同伴互評 + 自我效能感��； 參考：《山東師范大學》2017年碩士論文

【摘要】：英語寫作,作為英語學習者的一項必備技能,能有效地促進學習者基本英語語言知識的內化。然而,長期以來,在英語教學中,在對學生進行英語“聽、說、讀、寫、譯”幾項語言能力的培養(yǎng)過程中,囿于課時量不足以及學生缺乏寫作興趣和信心,大學生的英語寫作能力往往要低于其它四項能力。因此,如何提高學生的寫作興趣和寫作信心,如何構建科學、有效的英語寫作方法,是廣大英語教師及研究者們所面臨的一項日益艱難的挑戰(zhàn)。寫作自我效能感來源于自我效能感,是寫作過程中一個關鍵的動機因素。大量的研究表明:寫作自我效能感能夠預測和影響學生的英語學習成績。由此,我們推斷:在英語寫作教學中,如果教師采取科學有效的方法來增強學生的寫作自我效能感,學生的寫作成績將會得到有效提高。而研究表明,同伴互評能夠有效提升學生的寫作興趣,緩解學生的寫作焦慮。這些研究啟發(fā)了筆者:如果在大學英語寫作課中應用同伴互評,是否能夠顯著提高學生的寫作自我效能感呢?通過查閱文獻,筆者發(fā)現(xiàn):將同伴互評與大學生的寫作自我效能感相聯(lián)系的研究較少。為驗證之前的假設,筆者采用實證研究,來探討同伴互評有效提高大學生的寫作自我效能感的可行性。本研究試圖回答以下三個問題:(1)同伴互評對大學生英語寫作自我效能感是否有顯著影響。(2)同伴互評對大學生英語寫作技能效能感、英語寫作任務效能感的影響是否存在顯著差異。(3)同伴互評對高、中、低水平學生的英語寫作自我效能感的影響是否存在顯著差異。本研究的84名實驗對象來自于山東青年政治學院大一本科會計專業(yè)的兩個平行班級。隨機選取其中一個班為實驗班,另一個為控制班。開學第一周,對兩個班分別進行了英語水平測試以及英語寫作自我效能感的問卷調查,前者的目的是探究實驗前兩個班的英語水平是否相當以及根據(jù)其成績將實驗班的學生進行高、中、低水平的分組;后者則是為了探究實驗前兩個班的英語寫作自我效能感的水平是否相當。第二周,實驗班的學生接受同伴互評的培訓,讓他們對能在教師的指導下有效運用同伴互評。在接下來的14周里,實驗班的寫作課通過同伴互評的方式展開;控制班的寫作課則采用了傳統(tǒng)的教師評價方式。學期末,在兩個班中再次對學生的英語寫作自我效能感進行了問卷調查,以探究通過教學實驗,實驗班學生的寫作自我效能感是否比控制班有更加顯著的提高。借助SPSS 22.0軟件對所收集的數(shù)據(jù)進行定量分析之后,筆者得出以下結論:(1)同伴互評能夠顯著提高大學生的英語寫作自我效能感;(2)同伴互評對大學生的英語寫作技能效能感與英語寫作任務效能感的影響無顯著差異;(3)同伴互評對中、低水平學生英語寫作自我效能感的影響大于對高水平學生英語寫作自我效能感的影響,對中水平學生的影響最大。本研究的研究結果表明:在大學英語寫作教學中應用同伴互評能夠有效提高學習者的寫作自我效能感�；趯嶒炑芯拷Y果,筆者還對大學英語寫作教學提出了一些建議,指出了該研究的局限性,并為今后的相關研究提供了一些啟發(fā)性的思路。
[Abstract]:English writing, as a necessary skill for English learners, can effectively promote the internalization of basic English language knowledge. However, for a long time, in the course of teaching English "listening, speaking, reading, writing and translating" in English teaching, students are limited to lack of time and students' lack of interest and letters in writing. In mind, college students' English writing ability is often lower than the other four abilities. Therefore, how to improve students' interest in writing and confidence in writing and how to build a scientific and effective way of writing are an increasingly difficult challenge for English teachers and researchers. A key motivational factor in the process. A large number of studies have shown that writing self-efficacy can predict and influence students' English learning performance. Thus, we infer that in the teaching of English writing, if a teacher takes a scientific and effective way to enhance the students' sense of self-efficacy, the students' writing performance will be effectively raised. The research shows that peer review can effectively improve students' interest in writing and alleviate students' writing anxiety. These studies have inspired the author: if the application of peer review in College English writing class can significantly improve the students' self-efficacy of writing? Through consulting the literature, the author finds that peer review and college students should be mutually evaluated and college students. There are few studies associated with the sense of writing self-efficacy. In order to verify the previous hypothesis, the author uses empirical research to explore the feasibility of improving college students' self-efficacy by peer review. This study tries to answer the following three questions: (1) whether peer review has a significant impact on College Students' self-efficacy in English Writing (2) There are significant differences in the impact of peer review on College Students' sense of English writing skills and the effectiveness of English writing tasks. (3) there is a significant difference in the influence of peer review on the self-efficacy of high, middle and low level students. The 84 experiments of this study are from the undergraduate accounting of the College of Youth Politics in Shandong. One of the two parallel classes was selected as the experimental class and the other was the control class. The first week of the first week, the English proficiency test and the self-efficacy of English writing were investigated in two classes. The purpose of the former was to explore whether the English language level of the two classes before the experiment was equivalent and the experiment would be based on the results of the experiment. The students in the class were divided into high, medium and low level groups; the latter was to explore the equivalent of the two classes of English writing self-efficacy. In the second week, the students in the experimental class received peer review training to enable them to effectively use peer review under the guidance of the teachers. In the next 14 weeks, the experimental class was written. The class is carried out by peer review; the writing class in the control class adopts the traditional teacher evaluation method. At the end of the semester, the students' self-efficacy of English writing is investigated again in the two classes to explore whether the students' writing of the experimental class is more significantly higher than that of the control class. After quantitative analysis of the data collected by SPSS 22 software, the following conclusions are drawn: (1) peer review can significantly improve college students' sense of self-efficacy in English writing; (2) there is no significant difference in the influence of peer review on College Students' sense of English writing skills and the sense of competence in English writing; (3) peer review is in the middle of each other. The effect of low level students' self-efficacy on English writing is greater than the influence on the self-efficacy of high level students' English writing, and it has the greatest impact on the middle level students. The results of this study show that the application of peer review in College English writing teaching can effectively improve the learners' self-efficacy. The author also puts forward some suggestions on the teaching of College English writing, points out the limitations of the study and provides some enlightening ideas for the future research.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319

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本文編號：2117042