摘要
本研究以英语专业二年级学生为研究对象,采用定性和定量相结合的方法,以整体性评估、分析性评估和客观性评估(终止性单位—T-unit)为指标,对教师反馈对写作准确性、流利性、复杂性和写作水平的作用进行了研究。结果表明,接受反馈并及时进行修改的实验组学生其语言准确性和作文得分,比对照组学生有显著提高。两组学生的作文内容和组织方面都有显著进步。访谈结果亦发现,大多数学生重视教师反馈,认为教师反馈有助于英语写作水平的提高。
This study investigates the effects of teacher feedback on accuracy, fluency, complexity and quality of EFL writing by employing both qualitative and quantitative methods. The subjects are the second-year undergraduate English majors. Apart from holistic ratings, analytic scorings and objective measures （T-unit analysis）, interviews are also used to help interpret the quantitative methods. The results show that the experimental group which receive feedback and make revisions significantly outperformed the control group in accuracy assessed by analytic scorings and objective measures and in writing quality scaled by holistic ratings. Both groups evidence significant progress in content and organization measured by analytic scorings. The results of the interviews also show that most of the students value the teacher feedback and believe that it assists them in mak- ing improvement in their subsequent writing.
出处
《外语教学》
CSSCI
北大核心
2012年第6期49-53,共5页
Foreign Language Education
基金
教育部人文社科研究项目"维果茨基理论视角下反馈在外语写作中的作用的研究"(项目编号:11YJA740095)的阶段性成果
