【摘要】：教師書面反饋作為一種評價方式,在中學生英語寫作中起著至關(guān)重要的作用。近二十年來,無數(shù)學者都致力于研究教學過程中的教師書面反饋語。然而,鮮有學者關(guān)注高中不同年齡段英語教師在運用教師書面反饋語上的差異。為此,本文采用作文樣本、問卷調(diào)查、訪談等相結(jié)合的方法,探究高中英語教師運用教師書面反饋語的類型,其中包括教師書面反饋語的總體特征,青年教師(30歲以下)與中年教師(45歲以上)在教師書面反饋語使用上存在的差異以及學生對教師書面反饋語的看法等。主要研究問題是：(1)高中生英語寫作中教師書面反饋語的總體特征如何?(2)青年教師(30歲以下)與中年教師(45歲以上)在教師書面反饋語使用上存在哪些差異?(3)學生對教師書面反饋語的看法如何?本研究采用定量與定性相結(jié)合的方法。定量研究主要包括600份高一學生作文樣本和一份自行設計的問卷,問卷的總體信度為.814。問卷于2016年1月6日分發(fā)給丹陽高級中學和呂叔湘中學共188名高一學生,最終161份有效。接著,研究者采用SPSS 16.0軟件對問卷數(shù)據(jù)進行了統(tǒng)計分析。定性研究采用非結(jié)構(gòu)化訪談形式,訪談對象為6名高一學生和6名英語教師。訪談用中文進行,研究者對整個過程進行錄音并隨后轉(zhuǎn)寫成英文進行研究。通過對所采集的數(shù)據(jù)進行的定量和定性分析,本研究得出如下結(jié)論：第一,高中英語教師主要呈現(xiàn)兩種教師書面反饋形式：糾錯性反饋和非糾錯性反饋。相對而言,在批改學生作文時,他們較頻繁地使用“糾錯性反饋”,而極少使用“非糾錯性反饋”。在“糾錯性反饋”中,英語教師采用“直接糾正性反饋”的頻率略高于“間接糾正性反饋”。在“非糾錯性反饋”中,“對將來寫作的建議”是最不常用的反饋方式。第二,青年教師(30歲以下)和中年教師(45歲以上)在教師書面反饋運用方面存在年齡差異。一般而言,青年教師(30歲以下)在“糾錯性反饋”以及“非糾錯性反饋”方面的平均分均高于中年教師(45歲以上),且這兩個年齡段在“糾錯性反饋”(p=.000.05)上表現(xiàn)出顯著差異。此外,就具體的“糾錯性反饋”方式而言,青年教師(30歲以下)和中年教師(45歲以上)在“直接糾正性反饋”(p=.000.05)表現(xiàn)出顯著差異,兩個年齡段的教師在“直接糾正性反饋”層面的“修改詞匯”(p=.000.05)、“修改語法”(p=.000.05)以及“修改拼寫”(p=.006.05)上也表現(xiàn)出顯著差異。第三,高中生對教師書面反饋的看法不一致。大多數(shù)學生更喜歡教師采用“糾錯性反饋”對作文進行批改。此外,在“糾錯性反饋”中,“修改語法”是最受學生歡迎的“直接糾正性反饋”方式；“指示+定位錯誤”是最受學生喜愛的“間接糾正性反饋”,而“直接指示”反饋最不受歡迎。當提及“非糾錯性反饋”,.大多數(shù)學生傾向于教師采用“對將來寫作的建議”這一反饋方式。以上結(jié)論對英語教學的啟示是：英語教師應足夠重視教師書面反饋,并根據(jù)學生作文中出現(xiàn)的錯誤類型,選擇恰當?shù)姆答伔绞?這會使得教師書面反饋呈現(xiàn)出多樣化。其次,值得注意的是,教師還應該多多關(guān)注高、低水平學生在寫作中表現(xiàn)出的不同語言水平,并根據(jù)其不同特點,采用個性化教學。
[Abstract]:As an evaluation method, teachers' written feedback plays a vital role in middle school students' English writing. In the past twenty years, numerous scholars have devoted themselves to the study of teachers' written feedback in the course of teaching. However, few scholars have paid attention to the differences in the written feedback of teachers of different ages in high school. A combination of composition samples, questionnaires and interviews is used to explore the types of written feedback in high school English teachers using teachers' written feedback, including the overall characteristics of teachers' written feedback, the differences between young teachers (under 30 years old) and middle-aged teachers (45 years old) in the use of teachers' book feedback language and students' writing to teachers. The main research questions are: (1) what are the general characteristics of teachers' written feedback in senior high school English writing? (2) what are the differences between young teachers (under 30 years of age) and middle-aged teachers (45 years old) in the use of teachers' written feedback? (3) what is the opinion of the students on the teacher's written feedback? The quantitative study mainly included 600 high school students' composition samples and a self-designed questionnaire. The overall reliability of the questionnaire was distributed to 188 senior students in Danyang high school and Lv Shuxiang middle school in January 6, 2016, and the final 161 were valid. Then, the researchers adopted the SPSS 16 software to the number of questionnaires. According to the statistical analysis, the non structured interview was used in the qualitative study. The interview subjects were 6 senior students and 6 English teachers. The interview was conducted in Chinese. The researchers recorded the whole process and then translated into English. The following conclusions were drawn by the quantitative and qualitative analysis of the data collected. First, senior high school English teachers mainly present two kinds of teachers' written feedback form: error correction feedback and non correction feedback. Relatively speaking, they frequently use "error correction feedback" while correcting students' composition, but rarely use "non correction feedback". In "error correction feedback", English teachers adopt "direct correction". The frequency of feedback is slightly higher than the "indirect corrective feedback". In the "non correction feedback", "suggestions for future writing" are the most frequently used feedback. Second, young teachers (under 30 years of age) and middle-aged teachers (over 45 years old) are in the age difference in the application of teachers' written feedback. Generally speaking, young teachers (under 30 years of age) The average scores of "error correction feedback" and "non correction feedback" were higher than those of middle age teachers (45 years old), and the two ages showed significant differences in "error correction feedback" (p=.000.05). In addition, in terms of "error correction feedback", young teachers (under 30 years of age) and middle-aged teachers (over 45 years old) were in the case of "error correction feedback". "Direct corrective feedback" (p=.000.05) showed significant differences. Two age groups showed significant differences in "modified vocabulary" (p=.000.05), "modified grammar" (p=.000.05) and "modified spelling" (p=.006.05) at the level of "direct corrective feedback". Third, high school students have different views on Teachers' written feedback. Most students prefer the teacher to correct the composition with "error correction feedback". In addition, in the "error correction feedback", "modifying the grammar" is the most popular "direct corrective feedback" method; "directive + positioning error" is the most popular "corrective feedback", and "direct indication" is the opposite. When it comes to "non correction feedback", most students tend to adopt the feedback method of "suggestions for future writing". The above conclusions are that English teachers should pay enough attention to teachers' written feedback and choose appropriate feedback according to the types of errors in their students' compositions. In addition, it is worth noting that teachers should pay more attention to the different language levels of high and low level students in writing, and adopt individualized teaching according to their different characteristics.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41

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