【摘要】：英語(yǔ)寫作作為英語(yǔ)學(xué)習(xí)的重要組成部分,在現(xiàn)代英語(yǔ)教學(xué)中占據(jù)重要的地位。然而,英語(yǔ)寫作卻是英語(yǔ)教學(xué)中的一個(gè)薄弱環(huán)節(jié),如何提高學(xué)生的英語(yǔ)寫作水平,近年來(lái)成為社會(huì)研究的熱點(diǎn)。關(guān)于教師反饋的有效性,國(guó)內(nèi)外學(xué)者已經(jīng)進(jìn)行了大量的研究并基本達(dá)成共識(shí)。但是,對(duì)于教師直接反饋和教師間接反饋而言,哪種反饋方式更有利于學(xué)生英語(yǔ)寫作水平的提高,至今仍沒有定論。本研究采用實(shí)證研究的形式,針對(duì)教師直接反饋和間接反饋對(duì)英語(yǔ)寫作的修正性效果展開對(duì)比研究。筆者依據(jù)過程教學(xué)法的程序,采用反饋—改錯(cuò)的形式對(duì)學(xué)生寫作中的問題進(jìn)行研究。筆者將某校高二的72名學(xué)生(同在一班)分為兩組:直接反饋組和間接反饋組,每組36人,進(jìn)行了為期8周的英語(yǔ)寫作反饋訓(xùn)練。首先,筆者要求學(xué)生根據(jù)教師提出的寫作要求進(jìn)行英語(yǔ)作文的寫作;然后,教師采用不同的反饋形式對(duì)學(xué)生作文進(jìn)行反饋。對(duì)直接反饋組學(xué)生的作文采用直接改正的形式,對(duì)間接反饋組學(xué)生的作文采用劃下劃線的形式進(jìn)行反饋。然后,將帶有教師反饋信息的學(xué)生作文返還給他們,要求學(xué)生根據(jù)教師的反饋對(duì)作文進(jìn)行有效修正并再次上交修正后的作文。最后,教師對(duì)學(xué)生修正的作文再次進(jìn)行評(píng)判,探究教師不同反饋方式對(duì)學(xué)生英語(yǔ)寫作自我修正的效果。筆者在進(jìn)行了為期兩個(gè)月的反饋試驗(yàn)后,又做了有關(guān)教師反饋的問卷調(diào)查。研究結(jié)果表明,教師反饋有助于學(xué)生英語(yǔ)寫作水平的提高,教師間接反饋的效果較直接反饋略好;兩種反饋方式在語(yǔ)言形式和語(yǔ)言內(nèi)容層面對(duì)英語(yǔ)寫作修正性效果的改善起到促進(jìn)作用;英語(yǔ)水平差異在一定程度上影響了學(xué)生對(duì)教師反饋信息的理解和吸收效果。由于受研究時(shí)間短、受試群體小等因素的影響,本研究存在一些不足之處,有待進(jìn)一步改善和發(fā)展。在今后教學(xué)過程中,筆者將繼續(xù)研究教師反饋對(duì)學(xué)生英語(yǔ)寫作的影響,采取靈活多樣的反饋形式,因材施教,逐步提高學(xué)生的英語(yǔ)寫作水平。
[Abstract]:As an important part of English learning, English writing plays an important role in modern English teaching. However, English writing is a weak link in English teaching. In recent years, how to improve students' English writing level has become a hot topic in social research. On the effectiveness of teacher feedback, scholars at home and abroad have done a lot of research and basically reached a consensus. However, as far as teachers' direct feedback and teacher's indirect feedback are concerned, there is still no conclusion as to which way of feedback is more beneficial to the improvement of students' English writing level. The present study is a contrastive study of the correction effects of teachers' direct feedback and indirect feedback on English writing in the form of an empirical study. According to the procedure of the process teaching method, the author studies the problems in students' writing in the form of feedback-correction. The author divided 72 students in a second year of senior high school into two groups: direct feedback group and indirect feedback group, with 36 students in each group. The English writing feedback training was conducted for a period of 8 weeks. The students were divided into two groups: direct feedback group and indirect feedback group. First of all, the author asks students to write English compositions according to teachers' writing requirements, and then, teachers use different forms of feedback to give feedback to students' compositions. Direct correction is used in the composition of the students in the direct feedback group and underlined form is used in the composition of the students in the indirect feedback group. Then, students' compositions with teacher feedback are returned to them, and students are asked to make effective corrections to the compositions according to the teacher's feedback and submit the revised compositions again. Finally, teachers re-evaluate the students' corrected compositions and explore the effects of different feedback ways on self-correction of students' English writing. After a two-month feedback test, the author made a questionnaire survey on teacher feedback. The results show that teacher feedback contributes to the improvement of students' English writing proficiency, and the effect of indirect feedback is slightly better than that of direct feedback. The two ways of feedback play an important role in improving the correction effect of English writing in terms of language form and language content, and the differences in English level affect the students' understanding and absorption of teachers' feedback information to a certain extent. Due to the short study time and small population, there are some deficiencies in this study, which need to be further improved and developed. In the future teaching process, the author will continue to study the impact of teacher feedback on students' English writing, adopt flexible and diverse feedback forms, teach students in accordance with their aptitude, and gradually improve their English writing level.
【學(xué)位授予單位】：曲阜師范大學(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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