發(fā)布時間：2018-03-19 13:50

  本文選題：寫作質(zhì)量　切入點：教師書面反饋　出處：《云南師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：寫作作為外語學習中的一項重要的產(chǎn)出活動,寫作能力的高低能反映出學習者的語言綜合能力。反饋在二語學習中起關(guān)鍵作用,有效的寫作反饋形式有助于提高學生寫作的質(zhì)量。當前的英語寫作反饋中,教師的書面反饋仍占主導地位。但近年來,信息技術(shù)快速發(fā)展,電子信息技術(shù)廣泛應用于教學中。當前,微信受到了初中生的青睞,其使用非常普遍。雖然有研究者嘗試探究結(jié)合微信反饋和傳統(tǒng)書面反饋在寫作教學中的影響,但國內(nèi)在此方面的研究主要集中于大學領(lǐng)域,針對初中生英語寫作電子反饋的研究相對較少。研究旨在探索運用微信對初中生寫作進行反饋的可行性,探討在英語寫作教學中,將傳統(tǒng)書面反饋與電子反饋相結(jié)合的反饋形式對學生寫作質(zhì)量的影響。本研究采用實驗研究來探討此問題,對云南省昆明市某中學初二年級的2個平行班的60名學生進行了教學實驗,其中一個班為控制班,另一個班為實驗班。前者在寫作反饋過程中,教師僅給予傳統(tǒng)書面反饋,后者則得到教師的傳統(tǒng)書面反饋和微信反饋。本次教學實驗持續(xù)12周,通過對比學生前測、后測的作文成績和試驗后對學生的訪談和問卷調(diào)查,并利用SPSS18.0進行數(shù)據(jù)分析來驗證將教師書面反饋與電子反饋相結(jié)合的有效性。試驗后對學生進行問卷調(diào)查及訪談,進一步深入探究學生對該反饋模式的態(tài)度及接受程度。調(diào)查結(jié)果表明,受試的實驗班和控制班在英語寫作質(zhì)量上有明顯差異。實驗班取得的進步明顯高于控制班,說明“傳統(tǒng)書面反饋與微信電子反饋相結(jié)合”的寫作反饋模式有助于學生寫作質(zhì)量的提高。此外,訪談及問卷結(jié)果表明,學生對電子反饋持積極態(tài)度,認可度較高,但也反映出該反饋模式在實際運用中存在一定的問題�；诒狙芯康慕Y(jié)果和討論,本研究在一定程度上為電子反饋與書面反饋相結(jié)合的反饋模式對學生寫作質(zhì)量的影響提供了實證證明,也為初中英語寫作的有效反饋提供了教學啟示。
[Abstract]:As an important productive activity in foreign language learning, writing ability can reflect learners' comprehensive language competence. Feedback plays a key role in second language learning. The effective form of writing feedback is helpful to improve the quality of students' writing. In the current English writing feedback, the teacher's written feedback is still dominant. However, in recent years, information technology has developed rapidly. Electronic information technology is widely used in teaching. At present, WeChat is favored by junior high school students, and its use is very common. Although some researchers try to explore the influence of combining WeChat feedback with traditional written feedback in writing teaching, However, the domestic research on this aspect is mainly focused on the university field, and there are relatively few researches on the electronic feedback of junior high school students' English writing. The purpose of the study is to explore the feasibility of using WeChat to provide feedback to junior high school students' writing, and to explore the feasibility of using WeChat in the teaching of English writing. The effect of traditional written feedback and electronic feedback on students' writing quality is discussed in this study. A teaching experiment was conducted on 60 students in two parallel classes in a middle school in Kunming, Yunnan Province. One class is a control class and the other is an experimental class. In the writing feedback process of the former, the teacher only gives traditional written feedback. The latter received traditional written feedback from teachers and feedback from WeChat. The teaching experiment lasted 12 weeks. SPSS18.0 is used to analyze the data to verify the effectiveness of combining written feedback with electronic feedback. After the experiment, the students are investigated and interviewed. The results show that there are significant differences in the quality of English writing between the experimental class and the control class. The progress of the experimental class is significantly higher than that of the control class. The results of interviews and questionnaires show that the students have a positive attitude towards electronic feedback and a high degree of recognition, and the results of interviews and questionnaires show that the writing feedback mode of "combination of traditional written feedback and WeChat electronic feedback" is helpful to improve the quality of students' writing. But it also reflects that there are some problems in the practical application of the feedback model. To some extent, this study provides empirical evidence for the influence of the feedback mode of electronic feedback and written feedback on students' writing quality, and also provides teaching enlightenment for the effective feedback of junior high school English writing.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1634548