【摘要】：在評(píng)價(jià)學(xué)生英語(yǔ)作文的過(guò)程中,大部分教師都認(rèn)同語(yǔ)法和詞匯上的準(zhǔn)確性有助于寫作質(zhì)量的提升。自從20世紀(jì)90年代以來(lái),為了促進(jìn)二語(yǔ)或外語(yǔ)學(xué)習(xí)者寫作準(zhǔn)確性的提高,有關(guān)教師書面修正性反饋對(duì)寫作影響的研究大量涌現(xiàn)。然而,自從Truscott (1996)在他的評(píng)論文章《反對(duì)在第二語(yǔ)言寫作課堂中修正性反饋》中聲稱教師書面修正性反饋無(wú)效并且應(yīng)該被放棄,關(guān)于教師反饋是否有效的討論一直在進(jìn)行。盡管國(guó)外有關(guān)書面反饋的實(shí)證研究比比皆是,國(guó)內(nèi)相關(guān)實(shí)證研究卻較為匱乏。并且,國(guó)外實(shí)證研究多以二語(yǔ)為背景,與國(guó)內(nèi)以英語(yǔ)為外語(yǔ)的寫作教學(xué)背景又大不相同。同時(shí),國(guó)內(nèi)實(shí)證研究多以大學(xué)生為研究被試,這一點(diǎn)與國(guó)外情況相同。由此可見,針對(duì)高中階段的相關(guān)研究較為稀少。國(guó)內(nèi)的研究也很少同時(shí)涉及修正性反饋對(duì)學(xué)生英語(yǔ)寫作語(yǔ)法準(zhǔn)確性和寫作兩方面的影響。因此,本研究立足書面修正性反饋在高中英語(yǔ)教學(xué)中應(yīng)用研究,并嘗試回答以下問(wèn)題:1.教師書面修正性反饋怎樣提高高中學(xué)生英語(yǔ)寫作的準(zhǔn)確性?2.教師書面修正性反饋是降低還是提高高中學(xué)生英語(yǔ)寫作質(zhì)量?為什么?3.學(xué)生對(duì)教師書面修正性反饋有什么態(tài)度?為了證明此研究的可行性和有效性,作者在本人所在學(xué)校開展了一次研究活動(dòng),本研究的被試是作者所教高三兩個(gè)班級(jí)的66學(xué)生。高三1班共33人被選為實(shí)驗(yàn)班,2班共33人作為對(duì)照班。學(xué)生年齡都在17或者18歲。兩班所有教科書及教輔材料均相同,英語(yǔ)寫作教學(xué)均為每周一次,并且根據(jù)學(xué)生第一學(xué)期全區(qū)期末統(tǒng)考作文成績(jī),兩班寫作成績(jī)無(wú)顯著性差異。作者對(duì)1班學(xué)生習(xí)作采用書面修正性反饋,另一名與作者有相同資歷的教師對(duì)2班習(xí)作采用總體評(píng)價(jià)的常規(guī)方法,以證明此研究的合理性。在實(shí)驗(yàn)期間,每位學(xué)生共寫作9篇應(yīng)用文,并要求根據(jù)收到的反饋進(jìn)行相應(yīng)的修改。學(xué)生在作文一、作文五和作文九的寫作準(zhǔn)確性以及寫作質(zhì)量上的表現(xiàn)都被如實(shí)記錄下來(lái),并且用SPSS16.0進(jìn)行科學(xué)分析。通過(guò)獨(dú)立樣本T檢驗(yàn)和配對(duì)樣本T檢驗(yàn),本研究得出結(jié)論如下:1.教師書面修正性反饋有助于提高高中生寫作的語(yǔ)言準(zhǔn)確性;2.教師書面修正性反饋可以促進(jìn)學(xué)生寫作質(zhì)量的提高;3.學(xué)生對(duì)教師書面修正性反饋持積極態(tài)度。在實(shí)證研究的基礎(chǔ)上,本文還提出了一些關(guān)于有效開展書面修正性反饋的建議。教師的反饋能使學(xué)習(xí)者注意到中介語(yǔ)與目標(biāo)語(yǔ)之間的差距,并且多數(shù)學(xué)習(xí)者期待教師反饋,因此,教師應(yīng)為學(xué)習(xí)者提供系統(tǒng)的修正性反饋。在提供反饋時(shí),教師還應(yīng)考慮多方面因素,調(diào)查與學(xué)習(xí)者語(yǔ)言水平相匹配的反饋形式,同時(shí)兼顧語(yǔ)言和內(nèi)容上的問(wèn)題,注重全面提高學(xué)習(xí)者的寫作水平。此外,教師給出反饋后,要為學(xué)習(xí)者提供修正的機(jī)會(huì),從而引起學(xué)習(xí)者注意到反饋,促進(jìn)其內(nèi)化和鞏固外語(yǔ)知識(shí)。
[Abstract]:In the process of evaluating students' English composition, most teachers agree that grammatical and lexical accuracy contributes to the improvement of writing quality. Since the 1990s, in order to improve the writing accuracy of second language or foreign language learners, a large number of researches on the influence of teachers' written feedback on writing have emerged. However, since Truscott (1996) claims in his commentary "objection to modified feedback in the second language Writing classroom" that the teacher's written revised feedback is invalid and should be abandoned, there has been a discussion on whether teacher feedback is effective. Although foreign empirical studies on written feedback abound, domestic empirical studies are relatively scarce. Moreover, foreign empirical studies are mostly based on the background of L2, which is quite different from the background of EFL writing teaching in China. At the same time, the domestic empirical research mostly takes the university students as the subjects, which is the same as the foreign situation. It can be seen that the high school phase of the relevant research is relatively rare. At the same time, the influence of modified feedback on the grammatical accuracy and writing of English writing is seldom studied in China. Therefore, this study is based on the application of written modified feedback in senior English teaching and tries to answer the following question: 1: 1. How to improve the accuracy of senior high school students' English writing with written revised feedback? Does the teacher's written revised feedback reduce or improve the English writing quality of senior high school students? Why three. What is the student's attitude towards the teacher's written corrective feedback? In order to prove the feasibility and effectiveness of this study, the author carried out a research activity in his school. The subjects in this study were 66 students in two classes of Senior three taught by the author. A total of 33 students from Class 1 of Grade 3 were selected as control class. The students are all 17 or 18 years old. All the textbooks and teaching aids in the two classes are the same. The English writing teaching is once a week. According to the students' composition scores in the final examination of the first semester, there is no significant difference between the two classes. In order to prove the rationality of this study, the author adopts written revised feedback on class 1 students' exercises, and another teacher with the same qualifications as the author adopts a general method of general evaluation of class 2 exercises. During the experiment, each student wrote a total of 9 articles and requested to make corresponding corrections based on the feedback received. Students' writing accuracy and writing quality of composition 1, composition 5 and composition 9 were recorded truthfully and analyzed scientifically with SPSS16.0. Through independent sample T test and paired sample T test, this study draws the following conclusions: 1. 1. Teachers' written revised feedback helps to improve the language accuracy of high school students. Teachers' written revised feedback can improve students' writing quality. Students have a positive attitude towards teachers' written corrective feedback. On the basis of empirical research, this paper also puts forward some suggestions on effective written revised feedback. Teacher feedback can make learners notice the gap between interlanguage and target language and most learners expect teacher feedback. Therefore teachers should provide systematic corrective feedback to learners. When providing feedback, teachers should also consider various factors, investigate the feedback forms that match the learners' language level, take into account the problems of language and content, and pay attention to improving the learners' writing ability in an all-round way. In addition, after the teacher gives feedback, it is necessary to provide the learner with the opportunity to correct it, so as to arouse the learners' attention to the feedback, promote their internalization and consolidate their foreign language knowledge.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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