對(duì)于外語(yǔ)學(xué)習(xí)者來(lái)說(shuō),外語(yǔ)寫(xiě)作是最難掌握的技能之一。教師反饋是一種傳統(tǒng)的反饋方式,有著幾十年的發(fā)展歷史。如今,在以過(guò)程為導(dǎo)向的寫(xiě)作教學(xué)中,同伴反饋成為教師反饋的補(bǔ)充,起著越來(lái)越突出的作用。為了更深入地了解教師反饋及同伴反饋對(duì)英語(yǔ)寫(xiě)作的有效性,為期18周的對(duì)比研究在一所中學(xué)展開(kāi)。91位高一同學(xué)參與了這項(xiàng)研究,其中控制班45人,實(shí)驗(yàn)班46人。根據(jù)前測(cè)的成績(jī),實(shí)驗(yàn)班被分成11個(gè)小組,每小組里挑選一位組長(zhǎng)�；谧罱l(fā)展區(qū)理論,過(guò)程寫(xiě)作理論和合作學(xué)習(xí)理論,該項(xiàng)研究回答以下三個(gè)問(wèn)題:1.相較于同伴反饋,教師反饋對(duì)高中生英語(yǔ)寫(xiě)作能力的提高表現(xiàn)在哪些方面?2.相較于教師反饋,同伴反饋對(duì)高中生英語(yǔ)寫(xiě)作能力的提高表現(xiàn)在哪些方面?3.學(xué)生更喜歡哪種反饋方式?為什么?該項(xiàng)研究選用了幾種不同的實(shí)驗(yàn)工具:前后測(cè),調(diào)查問(wèn)卷和半結(jié)構(gòu)訪談。通過(guò)對(duì)不同反饋方式的對(duì)比研究,旨在了解不同反饋方式的反饋效果。測(cè)試所得數(shù)據(jù)通過(guò)SPSS25.0進(jìn)行分析對(duì)比,測(cè)試結(jié)束后通過(guò)問(wèn)卷和訪談的形式進(jìn)一步了解學(xué)生對(duì)于兩種反饋方式的看法。研究發(fā)現(xiàn):1.教師反饋更有利于幫助學(xué)生充實(shí)文章內(nèi)容、合理組織文章結(jié)構(gòu)、準(zhǔn)確運(yùn)用語(yǔ)法結(jié)構(gòu)。2.同伴反饋更有利于提... 

【文章頁(yè)數(shù)】：79 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the research
    1.2 Purpose of the research
    1.3 Structure of the thesis
Chapter Two Literature Review
    2.1 Definitions of feedback,teacher feedback,peer feedback
        2.1.1 Feedback
        2.1.2 Teacher feedback
        2.1.3 Peer feedback
    2.2 Related researches at home and abroad
        2.2.1 Researches on teacher feedback abroad
        2.2.2 Researches on teacher feedback at home
        2.2.3 Researches on peer feedback abroad
        2.2.4 Researches on peer feedback at home
        2.2.5 Researches on the comparison between teacher feedback and peer feedbackat home and abroad
    2.3 Theoretical foundation of the research
        2.3.1 Theory of Process Writing
        2.3.2 Theory of the Zone of Proximal Development
        2.3.3 Theory of Collaborative Learning
Chapter Three Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Questionnaires
        3.3.2 Semi-structured interview
        3.3.3 Checklist
    3.4 Research procedure
        3.4.1 Pre-test
        3.4.2 Training of peer feedback in class
        3.4.3 Post-test
    3.5 Data collection
    3.6 Data analysis
Chapter Four Results and Discussion
    4.1 Some aspects of writing on which teacher feedback has greater effects than peerfeedback
        4.1.1 content
        4.1.2 organization
        4.1.3 grammar
    4.2 Some aspects of writing on which peer feedback has greater effects than teacherfeedback
        4.2.1 vocabulary
        4.2.2 mechanical skills
    4.3 Students’attitudes toward teacher feedback and peer feedback
        4.3.1 Students' attitudes toward teacher feedback and peer feedback on the writingcontent
        4.3.2 Students'attitudes toward teacher and peer feedback on the organization ofa composition
        4.3.3 Students' attitudes toward teacher and peer feedback on the grammar of acomposition
        4.3.4 Toward teacher and peer feedback on the vocabulary
        4.3.5 Toward teacher and peer feedback on the mechanical skills
Chapter Five Conclusion
    5.1 Major findings
    5.2 Practical implications
    5.3 Limitations and recommendations for future research
Bibliography
Appendix Ⅰ 高考英語(yǔ)作文評(píng)分標(biāo)準(zhǔn)
Appendix Ⅱ 同伴反饋小組劃分及成員名單
Appendix Ⅲ 教學(xué)實(shí)驗(yàn)中學(xué)生英語(yǔ)作文范本(前測(cè)寫(xiě)作任務(wù))
Appendix Ⅳ 教學(xué)實(shí)驗(yàn)中學(xué)生英語(yǔ)作文范本(后測(cè)寫(xiě)作任務(wù))
Appendix Ⅴ 教師及同伴反饋調(diào)查問(wèn)卷
Appendix Ⅵ Semi-structured interview
Appendix Ⅶ Two teachers scored compositions in the pre-test
Appendix Ⅷ Two teachers scored compositions in the post-test


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