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基于最近发展区理论的纠正性反馈对高中生英语写作能力影响的研究 ——以六名高中英语学习者为例

【作者】 赵斯文

【导师】 王蔷;

【作者基本信息】 北京师范大学, 英语教学, 2016, 硕士

【副题名】以六名高中英语学习者为例

【摘要】 写作在高中英语教学中占有非常重要的地位,它是学习者对英语知识综合运用的体现。随着对英语写作教学的日益重视,其反馈的效果也备受关注。很多中外学者都对英语写作中的纠正性反馈是否有效,何种类型的反馈有效等问题进行了大量的理论和实证研究。然而,在中国高中英语写作教学这个背景下,如何利用有效的反馈方式提升高中生的英语写作能力,仍是亟需探索和解决的问题。研究者以中国高中英语写作教学为研究背景,以社会文化理论为主要理论基础,探究基于最近发展区理论的纠正性反馈对高中生英语写作能力的影响,力求找到一种有效且可行的反馈方式。本研究是一项多案例的质性研究,通过准实验研究方法进行实验设计,试图回答三个研究问题:(1)学生在过去的英语写作学习中都接受过哪些类型的反馈?学生对其效果和形式持何种态度?学生以前对英语写作的学习态度是否存在问题,若存在,存在什么问题?(2)基于最近发展区理论的纠正性反馈对高中生英语写作能力(如:准确性、流利性、复杂性)有何影响?(3)学生对基于最近发展区理论的纠正性反馈持有什么态度?与以前所接受的反馈方式相比有什么不同?这种反馈对学生英语写作的学习态度和学习动机有什么影响?通过目的性抽样,研究者选取了六名高中二年级学生作为被试。以北京市高考题作文第二大题,即看图作文为研究工具,在为期十周的研究中,以基于最近发展区理论的纠正性反馈为主要手段,对六名学生进行了七次写作培训,探讨该种反馈方式是否对高中英语学习者写作能力的提高有积极影响,包括对学生的写作学习态度、写作的准确性、流利性和复杂性等。数据的收集包括访谈、观察、八次习作等。对数据的分析表明:这六名学生高度认可基于最近发展区理论的写作反馈方式,他们从之前的对常规写作反馈持消极态度转变为对新型反馈方式持积极态度,并且学生的写作在新型的反馈方式下,其准确性、流利性和复杂性都有了可喜的进步,应该说,这一反馈方式在不同程度上促进了学生英语写作能力的提高和写作动机的提升。基于研究结论,研究者从实施方式、实施渠道等方面对改进高中英语教师的写作反馈提出了参考建议。特别是通过这种新型的作文反馈模式,教师能够拓宽反馈的媒介和渠道。同时,也引导高中英语教师在写作教学中,不仅要关注学生的现有写作水平,还要通过对话和交流等方式,预测学生潜在的水平,帮助他们在写作学习的过程中发挥出最大潜能。

【Abstract】 Writing occupies very important position in high school English teaching, as it is the reflection of learners’ integrated use of English knowledge. With increasingly attention to the teaching of writing, forms and effectiveness of “feedback” also have been given much attention. Lots of researchers and scholars have done the theoretical and empirical researches, aims to examine which type of corrective feedback is the most effective. However, there are still less studies in the background of Chinese high school English teaching. Therefore, this research is based on the sociocultural theory, the researcher aims to examine the effects of ZPD-supported corrective feedback on the high school English writing.This is a qualitative study, the researcher wants to explore a better way of corrective feedback for high school English writing through the quasi-experimental design. In this study, it includes three questions:(1) What kinds of corrective feedback did students receive in their English writing? How about their attitude toward them? Whether there are any problems among students’ attitude to English writing?(2) What are the effects of ZPD-supported corrective feedback on high school students’ English writing ability(e.g. accuracy, fluency and complexity)?(3) How about students’ attitude toward ZPD-supported corrective feedback? What are the effects of ZPD-supported corrective feedback on students’ attitude and motivation to English writing?The present study includes 6 participates. They were chosen after the writing test and categorized respectively by higher, middle, and lower level. In order to collect data, the researcher mainly used interview method, observation method and text-analysis method. The research lasted for ten weeks, and it proved that the ZPD-supported corrective feedback can improve learners’ writing ability effectively, besides, the participants held a positive attitude toward this kind of feedback.Based on the conclusion of the research, the researcher gave some suggestions to the teaching of high school English writing. The researcher suggested that English teachers should not just focus on the existing writing, but also predict students’ potential level and ability, make the students the real masters in class while the teacher acts as the director and bring their ability into full play.

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  • 【网络出版投稿人】 北京师范大学
  • 【分类号】G633.41
  • 【下载频次】944
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