【摘要】：眾所周知,英語(yǔ)寫作是高中生應(yīng)掌握的“聽、說(shuō)、讀、寫”四大技能之一。作為英語(yǔ)教學(xué)中不可缺少的一部分,英語(yǔ)寫作是英語(yǔ)教學(xué)的重點(diǎn)也是難點(diǎn)。如何提高學(xué)習(xí)者的寫作能力一直是高中英語(yǔ)教師面臨的一項(xiàng)重要課題�；诖�,作為高中英語(yǔ)寫作教學(xué)中重要環(huán)節(jié)的教師反饋就顯得尤為重要。雖然國(guó)內(nèi)外很多學(xué)者已經(jīng)從各個(gè)角度對(duì)教師反饋進(jìn)行了廣泛探討,但是這些探討大多是基于前人理論基礎(chǔ)上的歸納和整理,研究對(duì)象也大多集中在寫作水平相對(duì)較高的大學(xué)生。本研究以高一學(xué)生為研究對(duì)象,采用定量與定性相結(jié)合的研究方式,通過(guò)實(shí)驗(yàn)、問(wèn)卷調(diào)查及訪談的方式,具體要解決以下問(wèn)題:不同類型的教師修正性反饋在提高不同水平學(xué)生的英語(yǔ)寫作方面有何不同成效?不同水平的學(xué)生對(duì)教師修正性反饋有什么樣的態(tài)度、喜好和期望?實(shí)驗(yàn)結(jié)果顯示,直接反饋和間接反饋對(duì)學(xué)生英語(yǔ)寫作水平提高都有積極影響。其中,直接反饋對(duì)學(xué)生特別是差生的影響更顯著。同時(shí),間接反饋班學(xué)生對(duì)于所用反饋方式的接受程度相較于直接反饋班存在更大的個(gè)體差異。一些學(xué)生在使用間接反饋后進(jìn)步明顯,另一些則進(jìn)步較小。此外,對(duì)于不同類型的錯(cuò)誤,不同水平學(xué)生適用的反饋方式也有所不同。對(duì)于本體錯(cuò)誤,好學(xué)生使用間接反饋效果更佳;對(duì)于文本錯(cuò)誤,直接反饋對(duì)三類水平學(xué)生影響更為顯著;對(duì)于語(yǔ)篇錯(cuò)誤,中等生和差生最好選擇直接反饋。而根據(jù)調(diào)查問(wèn)卷數(shù)據(jù)分析,大多數(shù)學(xué)生承認(rèn)教師反饋的重要性,但對(duì)教師給與的反饋的處理態(tài)度并不積極。與此同時(shí),三種水平的學(xué)生都更加偏愛直接反饋也期望教師更多的給予直接反饋,但就長(zhǎng)遠(yuǎn)發(fā)展而言,好學(xué)生更傾向于選擇間接反饋。針對(duì)以上研究結(jié)果,作者對(duì)高中英語(yǔ)寫作教學(xué)提出了五點(diǎn)建議以期通過(guò)提高教師書面反饋效率來(lái)提高高中生英語(yǔ)寫作水平。
[Abstract]:As we all know, English writing is one of the four skills that high school students should master in listening, speaking, reading and writing. As an indispensable part of English teaching, English writing is an important and difficult part of English teaching. How to improve learners' writing ability has always been an important issue for senior English teachers. Therefore, as an important link in senior high school English writing teaching, teacher feedback is particularly important. Although many scholars at home and abroad have conducted extensive discussions on teacher feedback from various angles, most of these discussions are based on the induction and arrangement of previous theories, and most of the research objects are focused on the relatively high level of writing of college students. This research takes the senior high school students as the research object, adopts the quantitative and qualitative research method, through the experiment, the questionnaire investigation and the interview way, In particular, the following problems should be solved: what are the different effects of different types of teachers' corrective feedback in improving students' English writing at different levels? What are the attitudes, preferences and expectations of students at different levels to teachers' corrective feedback? The results show that both direct and indirect feedback have a positive effect on the improvement of students' English writing ability. Among them, direct feedback has a more significant effect on students, especially poor students. At the same time, the acceptance degree of indirect feedback class is more different than that of direct feedback class. Some students improved significantly by using indirect feedback, while others made little progress. In addition, for different types of errors, different levels of students apply different ways of feedback. For ontological errors, good students use indirect feedback better; for text errors, direct feedback is more significant for the three levels of students; for text errors, middle and poor students are better to choose direct feedback. According to the questionnaire data analysis, most students admit the importance of teacher feedback, but the attitude to teachers' feedback is not positive. At the same time, students at all three levels prefer direct feedback and expect teachers to give more direct feedback, but in the long run, good students tend to choose indirect feedback. In view of the above findings, the author puts forward five suggestions for senior high school English writing teaching in order to improve the English writing proficiency of senior high school students by improving the efficiency of teachers' written feedback.
【學(xué)位授予單位】：山西師范大學(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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