大學(xué)英語(yǔ)寫作教學(xué)中同伴反饋的有效性研究
發(fā)布時(shí)間：2020-12-05 02:27
作為寫作反饋的其中一種類型,同伴反饋是學(xué)生們?cè)趯懽鬟^(guò)程中為了得到寫作指導(dǎo)和反饋而交換閱讀寫作草稿的一項(xiàng)寫作修改階段的活動(dòng)(Leki,1990)。早在18世紀(jì)70年代,格拉斯哥的大學(xué)教授George Jardine就描述了寫作同伴反饋的實(shí)施方法及其優(yōu)勢(shì)(Gaillet 1992)。但一直到20世紀(jì)80年代初起,同伴反饋?zhàn)鳛檫^(guò)程寫作法的重要活動(dòng)內(nèi)容之一,才逐漸受到國(guó)外研究者的關(guān)注。已有研究分別從分析學(xué)習(xí)者對(duì)同伴反饋的態(tài)度、同伴反饋與教師反饋的對(duì)比、同伴反饋的有效性等視角展開,但從非英語(yǔ)專業(yè)大學(xué)生現(xiàn)有寫作現(xiàn)狀出發(fā),探究同伴反饋更有助于改善哪種類型錯(cuò)誤的研究相對(duì)較少。不僅如此,同時(shí)關(guān)注幾次寫作任務(wù)中同伴修改類型變化情況及不同寫作水平學(xué)生英語(yǔ)寫作成績(jī)變化的研究也為數(shù)不多。本篇研究的重點(diǎn)是大學(xué)英語(yǔ)寫作教學(xué)中同伴反饋的應(yīng)用與實(shí)踐。主要目的在于探究非英語(yǔ)專業(yè)大學(xué)生現(xiàn)階段寫作現(xiàn)狀以及同伴反饋是否有助于改善寫作中出現(xiàn)的問(wèn)題,最終論證大學(xué)英語(yǔ)寫作教學(xué)中同伴反饋的有效性,以期達(dá)到提高學(xué)生英語(yǔ)寫作水平的效果。本文運(yùn)用了文獻(xiàn)法、文本分析法、對(duì)比分析法、問(wèn)卷調(diào)查法和訪談法。在以往研究綜述的基礎(chǔ)上,研究采用來(lái)源于論文...
【文章來(lái)源】：哈爾濱師范大學(xué)黑龍江省
【文章頁(yè)數(shù)】：172 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Purposes
1.3 Research Significance
1.4 Research Methods
1.5 Thesis Framework
Chapter Two Literature Review
2.1 Related Concepts
2.1.1 Definition of Writing Feedback
2.1.2 Classification of Writing Feedback
2.1.3 Definition of Peer Feedback
2.2 Foreign Research on Peer Feedback
2.2.1 Analysis of Learners’ Attitudes towards Peer Feedback
2.2.2 Comparative Research between Peer Feedback and Teacher Feedback .
2.2.3 Effectiveness of Peer Feedback
2.3 Domestic Research on Peer Feedback
2.3.1 Analysis of Learners’ Attitudes to Peer Feedback
2.3.2 Comparative Research Between Peer Feedback and Teacher Feedback
2.3.3 Effectiveness Study of Peer Feedback
2.4 College English Course and College English Writing Teaching
2.4.1 Orientation of College English Course
2.4.2 College English Writing Teaching
2.5 Summary
Chapter Three Theoretical Basis
3.1 Cooperative Learning Theory
3.1.1 Definition of Cooperative Learning Theory
3.1.2 Characteristics of Cooperative Learning Theory
3.1.3 The Relationship between Cooperative Learning Theory and Peer Feedback
3.2 Vygotsky’s “Zone of Proximal Development”
3.2.1 Definition of Vygotsky’s “Zone of Proximal Development” Theory
3.2.2 Characteristics of Vygotsky’s “Zone of Proximal Development” Theory
3.2.3 The Relationship between Vygotsky’s “Zone of Proximal Development” Theory and Peer Feedback
3.3 Interaction Hypothesis in Second Language Acquisition
3.3.1 Definition of Interaction Hypothesis in Second Language Acquisition ..
3.3.2 Characteristics of the Interaction Hypothesis in Second Language Acquisition
3.3.3 The Relationship between Interaction Hypothesis in Second Language Acquisition and Peer Feedback
Chapter Four Research Design and Research Methods
4.1 Research Questions
4.2 Research Subjects
4.3 Research Methods
4.3.1 Literature Review
4.3.2 Questionnaire Method
4.3.3 Interview Method
4.3.4 Text Analysis
4.3.5 Comparative Analysis
4.4 Research Instruments
4.4.1 Three Writing Test Paper: Pre-Test, Mid-Test and Post-Test
4.4.2 Three Writing Tasks
4.4.3 Scoring Criteria
4.4.4 Peer Feedback Reference Table
4.4.5 Questionnaire
4.4.6 Interview Outline
4.5 Research Process
4.5.1 Teaching Empirical Background
4.5.2 Research Process
Chapter Five Data Analysis and Discussion
5.1 Analysis of Subjects’ Writing Situation Before Experiment
5.1.1 Statistics of Subject Surveyed
5.1.2 Analysis and Discussion of Subject Interview Results before Experiments
5.2 Analysis and Discussion of Writing Achievements
5.2.1 Descriptive Analysis of English Writing Achievements of Subjects in Two Classes before and after the Experiment
5.2.2 Analysis of Differences in English Writing Achievements between the Two Classes before and after the Experiment
5.2.3 Differences in the Writing Achievements of Pre-Test, Mid-Test and Post-Test in the Experimental Class
5.2.4 Analysis of Differences in Writing Achievements of Subjects with Different Writing Proficiency in Experimental Class
5.3 Analysis and Discussion of Three Writing Tasks
5.3.1 Analysis of the Subjects’ Errors and Peer Revision
5.3.2 Analysis of the Number of Five Types of Errors and Revision Rate
5.3.3 Analysis of the Correction Rate of Peer Revision
5.4 Analysis and Discussion of Questionnaire
5.4.1 Descriptive Statistical Analysis of the Questionnaire
5.4.2 Analysis of Questionnaire in ANOVA
5.5 Analysis and Discussion of Interviews
5.5.1 Analysis and Discussion of Teacher Interview Results
5.5.2 Analysis and Discussion of Subject Interview Results
Chapter Six Conclusion
6.1 Main Findings
6.2 Implications
6.3 Limitations
References
APPENDIX
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
Appendix Ⅸ
Appendix Ⅹ
Appendix Ⅺ
Appendix Ⅻ
Appendix XIII
Appendix XIV
Appendix XV
Appendix XⅥ
攻讀碩士學(xué)位期間所發(fā)表的論文
Acknowledgements
【參考文獻(xiàn)】：
期刊論文
[1]大學(xué)英語(yǔ)教師書面反饋的現(xiàn)狀及對(duì)策[J]. 趙濱麗,翟禹楠. 繼續(xù)教育研究. 2018(06)
[2]英語(yǔ)寫作同伴反饋研究綜述[J]. 錢蘇寧. 文學(xué)教育(下). 2016(11)
[3]國(guó)內(nèi)外二語(yǔ)書面反饋研究的路徑、問(wèn)題及展望——兼論二語(yǔ)寫作與二語(yǔ)習(xí)得的接口研究[J]. 韋曉保,施清波. 外語(yǔ)界. 2016(05)
[4]1983—2012外語(yǔ)/二語(yǔ)寫作教學(xué)中的同伴反饋——基于國(guó)內(nèi)外22種語(yǔ)言學(xué)主要期刊論文的統(tǒng)計(jì)與分析[J]. 郭翠紅,蘭素萍. 外語(yǔ)教育. 2013(00)
[5]我國(guó)英語(yǔ)寫作教學(xué)三種反饋方式的對(duì)比研究[J]. 楊麗娟,楊曼君,張陽(yáng). 外語(yǔ)教學(xué). 2013(03)
[6]淺談二語(yǔ)習(xí)得互動(dòng)假說(shuō)[J]. 王渺渺,康光明. 科教文匯(中旬刊). 2013(01)
[7]同伴反饋研究綜述:研究結(jié)果差異探析[J]. 李彩林. 西安外國(guó)語(yǔ)大學(xué)學(xué)報(bào). 2012(02)
[8]近期國(guó)內(nèi)寫作反饋研究綜述及其啟示[J]. 曾利紅. 大家. 2012(04)
[9]不同分組條件下同儕反饋對(duì)學(xué)生英語(yǔ)寫作的影響[J]. 高歌. 外語(yǔ)學(xué)刊. 2010(06)
[10]同儕互評(píng)與教師評(píng)閱在英語(yǔ)專業(yè)寫作課中的對(duì)比研究[J]. 紀(jì)小凌. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2010(05)
碩士論文
[1]同伴互評(píng)對(duì)不同寫作水平的非英語(yǔ)專業(yè)大學(xué)生作文修改的影響[D]. 周輝.安徽大學(xué) 2010
[2]英語(yǔ)寫作教學(xué)中有效反饋途徑的實(shí)證研究[D]. 杜麗娟.蘭州大學(xué) 2008
[3]關(guān)于互評(píng)法對(duì)外語(yǔ)學(xué)習(xí)者寫作能力的影響的研究[D]. 呂佩玉.華南師范大學(xué) 2003
本文編號(hào)：2898698
【文章來(lái)源】：哈爾濱師范大學(xué)黑龍江省
【文章頁(yè)數(shù)】：172 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Purposes
1.3 Research Significance
1.4 Research Methods
1.5 Thesis Framework
Chapter Two Literature Review
2.1 Related Concepts
2.1.1 Definition of Writing Feedback
2.1.2 Classification of Writing Feedback
2.1.3 Definition of Peer Feedback
2.2 Foreign Research on Peer Feedback
2.2.1 Analysis of Learners’ Attitudes towards Peer Feedback
2.2.2 Comparative Research between Peer Feedback and Teacher Feedback .
2.2.3 Effectiveness of Peer Feedback
2.3 Domestic Research on Peer Feedback
2.3.1 Analysis of Learners’ Attitudes to Peer Feedback
2.3.2 Comparative Research Between Peer Feedback and Teacher Feedback
2.3.3 Effectiveness Study of Peer Feedback
2.4 College English Course and College English Writing Teaching
2.4.1 Orientation of College English Course
2.4.2 College English Writing Teaching
2.5 Summary
Chapter Three Theoretical Basis
3.1 Cooperative Learning Theory
3.1.1 Definition of Cooperative Learning Theory
3.1.2 Characteristics of Cooperative Learning Theory
3.1.3 The Relationship between Cooperative Learning Theory and Peer Feedback
3.2 Vygotsky’s “Zone of Proximal Development”
3.2.1 Definition of Vygotsky’s “Zone of Proximal Development” Theory
3.2.2 Characteristics of Vygotsky’s “Zone of Proximal Development” Theory
3.2.3 The Relationship between Vygotsky’s “Zone of Proximal Development” Theory and Peer Feedback
3.3 Interaction Hypothesis in Second Language Acquisition
3.3.1 Definition of Interaction Hypothesis in Second Language Acquisition ..
3.3.2 Characteristics of the Interaction Hypothesis in Second Language Acquisition
3.3.3 The Relationship between Interaction Hypothesis in Second Language Acquisition and Peer Feedback
Chapter Four Research Design and Research Methods
4.1 Research Questions
4.2 Research Subjects
4.3 Research Methods
4.3.1 Literature Review
4.3.2 Questionnaire Method
4.3.3 Interview Method
4.3.4 Text Analysis
4.3.5 Comparative Analysis
4.4 Research Instruments
4.4.1 Three Writing Test Paper: Pre-Test, Mid-Test and Post-Test
4.4.2 Three Writing Tasks
4.4.3 Scoring Criteria
4.4.4 Peer Feedback Reference Table
4.4.5 Questionnaire
4.4.6 Interview Outline
4.5 Research Process
4.5.1 Teaching Empirical Background
4.5.2 Research Process
Chapter Five Data Analysis and Discussion
5.1 Analysis of Subjects’ Writing Situation Before Experiment
5.1.1 Statistics of Subject Surveyed
5.1.2 Analysis and Discussion of Subject Interview Results before Experiments
5.2 Analysis and Discussion of Writing Achievements
5.2.1 Descriptive Analysis of English Writing Achievements of Subjects in Two Classes before and after the Experiment
5.2.2 Analysis of Differences in English Writing Achievements between the Two Classes before and after the Experiment
5.2.3 Differences in the Writing Achievements of Pre-Test, Mid-Test and Post-Test in the Experimental Class
5.2.4 Analysis of Differences in Writing Achievements of Subjects with Different Writing Proficiency in Experimental Class
5.3 Analysis and Discussion of Three Writing Tasks
5.3.1 Analysis of the Subjects’ Errors and Peer Revision
5.3.2 Analysis of the Number of Five Types of Errors and Revision Rate
5.3.3 Analysis of the Correction Rate of Peer Revision
5.4 Analysis and Discussion of Questionnaire
5.4.1 Descriptive Statistical Analysis of the Questionnaire
5.4.2 Analysis of Questionnaire in ANOVA
5.5 Analysis and Discussion of Interviews
5.5.1 Analysis and Discussion of Teacher Interview Results
5.5.2 Analysis and Discussion of Subject Interview Results
Chapter Six Conclusion
6.1 Main Findings
6.2 Implications
6.3 Limitations
References
APPENDIX
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
Appendix Ⅸ
Appendix Ⅹ
Appendix Ⅺ
Appendix Ⅻ
Appendix XIII
Appendix XIV
Appendix XV
Appendix XⅥ
攻讀碩士學(xué)位期間所發(fā)表的論文
Acknowledgements
【參考文獻(xiàn)】：
期刊論文
[1]大學(xué)英語(yǔ)教師書面反饋的現(xiàn)狀及對(duì)策[J]. 趙濱麗,翟禹楠. 繼續(xù)教育研究. 2018(06)
[2]英語(yǔ)寫作同伴反饋研究綜述[J]. 錢蘇寧. 文學(xué)教育(下). 2016(11)
[3]國(guó)內(nèi)外二語(yǔ)書面反饋研究的路徑、問(wèn)題及展望——兼論二語(yǔ)寫作與二語(yǔ)習(xí)得的接口研究[J]. 韋曉保,施清波. 外語(yǔ)界. 2016(05)
[4]1983—2012外語(yǔ)/二語(yǔ)寫作教學(xué)中的同伴反饋——基于國(guó)內(nèi)外22種語(yǔ)言學(xué)主要期刊論文的統(tǒng)計(jì)與分析[J]. 郭翠紅,蘭素萍. 外語(yǔ)教育. 2013(00)
[5]我國(guó)英語(yǔ)寫作教學(xué)三種反饋方式的對(duì)比研究[J]. 楊麗娟,楊曼君,張陽(yáng). 外語(yǔ)教學(xué). 2013(03)
[6]淺談二語(yǔ)習(xí)得互動(dòng)假說(shuō)[J]. 王渺渺,康光明. 科教文匯(中旬刊). 2013(01)
[7]同伴反饋研究綜述:研究結(jié)果差異探析[J]. 李彩林. 西安外國(guó)語(yǔ)大學(xué)學(xué)報(bào). 2012(02)
[8]近期國(guó)內(nèi)寫作反饋研究綜述及其啟示[J]. 曾利紅. 大家. 2012(04)
[9]不同分組條件下同儕反饋對(duì)學(xué)生英語(yǔ)寫作的影響[J]. 高歌. 外語(yǔ)學(xué)刊. 2010(06)
[10]同儕互評(píng)與教師評(píng)閱在英語(yǔ)專業(yè)寫作課中的對(duì)比研究[J]. 紀(jì)小凌. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2010(05)
碩士論文
[1]同伴互評(píng)對(duì)不同寫作水平的非英語(yǔ)專業(yè)大學(xué)生作文修改的影響[D]. 周輝.安徽大學(xué) 2010
[2]英語(yǔ)寫作教學(xué)中有效反饋途徑的實(shí)證研究[D]. 杜麗娟.蘭州大學(xué) 2008
[3]關(guān)于互評(píng)法對(duì)外語(yǔ)學(xué)習(xí)者寫作能力的影響的研究[D]. 呂佩玉.華南師范大學(xué) 2003
本文編號(hào)：2898698
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