本文選題：英語寫作 + 直接修正性反饋��； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：英語寫作在英語的四項(xiàng)基本技能中占據(jù)重要地位,它是學(xué)生英語語言能力的綜合反映。而且,作為一項(xiàng)產(chǎn)出性技能,它在英語交際過程中發(fā)揮著越來越必不可少的作用。為此,英語寫作在教育教學(xué)中的重要性日漸顯著,尤其在以英語作為外語的國家。但是,中國學(xué)生們薄弱的英語寫作能力卻是一個(gè)讓人著實(shí)擔(dān)憂的話題。處于英語學(xué)習(xí)基礎(chǔ)階段的初中生更為嚴(yán)重。為此,國內(nèi)外的學(xué)者們紛紛將目光放在教師書面修正性反饋及其有效性的研究上。但是,至今,二語習(xí)得領(lǐng)域以及英語寫作教學(xué)領(lǐng)域的學(xué)者們對(duì)修正性反饋是否有助于學(xué)生英語寫作準(zhǔn)確率的提高以及哪種反饋效果更有效仍莫衷一是。除此之外,教師書面修正性反饋是否會(huì)降低學(xué)生整體英語寫作質(zhì)量也逐漸成為學(xué)者們關(guān)注的話題。但是相比國外對(duì)修正性反饋的研究,國內(nèi)的研究不僅在數(shù)量上明顯不足,而且大多都是基于理論層面。少量的實(shí)證研究是也大多針對(duì)國內(nèi)大學(xué)生或者高中生,對(duì)初中生的英語寫作的研究寥寥無幾。因此,本研究旨在探索教師書面修正性反饋中的直接反饋和間接反饋對(duì)初中生英語寫作準(zhǔn)確性的提高以及整體寫作質(zhì)量的影響情況,同時(shí)了解初中年級(jí)學(xué)生對(duì)待英語寫作以及教師書面修正性反饋的態(tài)度和偏好。本研究是以湖北省武漢市魯巷中學(xué)的30名初中生為研究對(duì)象首先進(jìn)行為期六周的寫作實(shí)驗(yàn)。實(shí)驗(yàn)中,研究對(duì)象被分成兩組,一組接受教師的直接反饋,即由教師指出錯(cuò)誤并提供正確的語言形式；另一組接受同一教師給予的間接反饋,即教師在錯(cuò)誤處劃線并標(biāo)出錯(cuò)誤類型但由學(xué)生自己改正。第一次和最后一次未批改作文中的錯(cuò)誤率以及教師參照湖北省中考英語作文得分標(biāo)準(zhǔn)給出的作文綜合評(píng)分由作者收集后利用SPSS進(jìn)行統(tǒng)計(jì)。前者運(yùn)用獨(dú)立樣本t檢驗(yàn)和配對(duì)樣本t檢驗(yàn)進(jìn)行對(duì)比分析直接反饋和間接反饋對(duì)初中生英語寫作準(zhǔn)確率的不同影響；后者則運(yùn)用單因素方差分析來檢驗(yàn)學(xué)生實(shí)驗(yàn)前后的寫作質(zhì)量是否下降。最后,通過問卷調(diào)查的形式了解初中生對(duì)待英語寫作和教師書面修正性反饋的態(tài)度以及對(duì)直接反饋和間接反饋的偏好。研究發(fā)現(xiàn)有以下三點(diǎn)：1.直接修正性反饋和間接修正性反饋都有助于初中生英語寫作準(zhǔn)確性的提高。而且,直接反饋的效果優(yōu)于間接反饋。2.直接反饋和間接反饋在英語寫作教學(xué)中的應(yīng)用都不會(huì)降低初中生整體英語寫作質(zhì)量。3.初中生對(duì)教師書面修正性反饋持正面態(tài)度。他們大多數(shù)期望得到教師的反饋,尤其是直接反饋。本研究立足中國外語教學(xué)背景為有關(guān)教師書面修正性反饋的研究提供了理論依據(jù)和實(shí)證素材,并為今后中國初中階段外語寫作教學(xué)提供了啟示。
[Abstract]:English writing plays an important role in the four basic English skills, which is a comprehensive reflection of students' English language ability. Moreover, as a productive skill, it plays a more and more essential role in English communication. Therefore, English writing is becoming more and more important in education and teaching, especially in countries where English is used as a foreign language. However, the poor English writing ability of Chinese students is a serious concern. Junior high school students in the basic stage of English learning are more serious. For this reason, scholars at home and abroad have focused on the research of teachers' written revised feedback and its effectiveness. However, up to now, scholars in the field of second language acquisition and English writing teaching have been divided as to whether the modified feedback can improve the accuracy of students' English writing and what kind of feedback is more effective. In addition, whether teachers' written feedback will reduce the overall quality of students' English writing has gradually become a topic of concern to scholars. However, the domestic research is not only insufficient in quantity, but also based on theory. A small number of empirical studies are also mostly aimed at domestic college students or high school students, and there are very few researches on junior high school students' English writing. Therefore, the purpose of this study is to explore the effects of direct and indirect feedback on the accuracy of English writing and the overall writing quality of junior high school students. At the same time, we understand the attitude and preference of junior high school students towards English writing and teachers' written feedback. In this study, 30 junior high school students in Luxiang Middle School in Wuhan City, Hubei Province, were selected as the subjects of a six-week writing experiment. In the experiment, the subjects were divided into two groups: one group received direct feedback from the teacher, that is, the teacher pointed out the error and provided the correct language form, the other group received indirect feedback from the same teacher. The teacher underlined the error and marked the type of error, but the student corrected it himself. The rate of errors in the first and last uncorrected compositions and the comprehensive scores given by the teachers according to the score standard of the English composition in the middle school of Hubei Province are collected by the author and counted by SPSS. The former uses independent sample t test and paired sample t test to analyze the different effects of direct and indirect feedback on the English writing accuracy of junior high school students. The latter uses single-factor ANOVA to test whether the students' writing quality is declining before and after the experiment. Finally, the attitude of junior high school students towards English writing and teachers' written revised feedback and their preference for direct and indirect feedback are investigated by questionnaire. The study found the following three points: 1: 1. Both direct and indirect corrective feedback can improve the English writing accuracy of junior high school students. Moreover, the effect of direct feedback is better than that of indirect feedback. The application of direct feedback and indirect feedback in English writing teaching will not reduce the overall English writing quality of junior high school students. Junior high school students have a positive attitude towards teachers' written revised feedback. Most of them expect feedback from teachers, especially direct feedback. Based on the background of Chinese foreign language teaching, this study provides theoretical basis and empirical material for the study of teachers' written revised feedback, and provides enlightenment for the teaching of foreign language writing in junior middle school in China.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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本文編號(hào)：1850355