對于外語學習者來說,外語寫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,在以過程為導向的寫作教學中,同伴反饋成為教師反饋的補充,起著越來越突出的作用。為了更深入地了解教師反饋及同伴反饋對英語寫作的有效性,為期18周的對比研究在一所中學展開。91位高一同學參與了這項研究,其中控制班45人,實驗班46人。根據(jù)前測的成績,實驗班被分成11個小組,每小組里挑選一位組長。基于最近發(fā)展區(qū)理論,過程寫作理論和合作學習理論,該項研究回答以下三個問題:1.相較于同伴反饋,教師反饋對高中生英語寫作能力的提高表現(xiàn)在哪些方面?2.相較于教師反饋,同伴反饋對高中生英語寫作能力的提高表現(xiàn)在哪些方面?3.學生更喜歡哪種反饋方式?為什么?該項研究選用了幾種不同的實驗工具:前后測,調查問卷和半結構訪談。通過對不同反饋方式的對比研究,旨在了解不同反饋方式的反饋效果。測試所得數(shù)據(jù)通過SPSS25.0進行分析對比,測試結束后通過問卷和訪談的形式進一步了解學生對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生充實文章內容、合理組織文章結構、準確運用語法結構。2.同伴反饋更有利于提... 

【文章頁數(shù)】：79 頁

【學位級別】：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 高考英語作文評分標準
Appendix Ⅱ 同伴反饋小組劃分及成員名單
Appendix Ⅲ 教學實驗中學生英語作文范本(前測寫作任務)
Appendix Ⅳ 教學實驗中學生英語作文范本(后測寫作任務)
Appendix Ⅴ 教師及同伴反饋調查問卷
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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