同伴反馈在高中英语写作教学中的实证研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-09-17编辑:lgg点击率:5444
论文字数:38596论文编号:org201709080954557290语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文同伴反馈高中英语写作教学
摘要:本文是英语教学法论文,笔者认为对同行反馈进行理论和实证研究是必要的。作为一种有效的补充,同伴反馈强调学生是教学的中心应在中国高中英语写作过程中考虑。
Chapter 1 Introduction
1.1 The Research Background
As one of the four basic skills of language learning, English writing plays animportant role in English learning of Chinese senior high school. It also plays animportant role in English Teaching of Chinese senior high school. The cultivation ofwriting ability is paid more attention after the reform of New Curriculum. However,writing is always regarded as the weakest part of the four basic skills. Firstly, Lots oftime and efforts has been spent by the teachers to correct the students’ compositions butthe result is not satisfied. Generally speaking, many English teachers are in charge of twoor more classes in Chinese senior high school, the feedback they gives on students’compositions may be vagueness and simpleness. So the students do not care about theerrors and it appears in the compositions all the time. Secondly, though the feedbackfrom the teachers are vagueness and simpleness, the students spend a lot of time onwriting but they can’t revise the compositions according to the given feedback from theirteachers. This is the result of traditional product-based approach to writing whichemphasizes the product of writing but pay less attention on process of writing. Theteacher is regarded as the authority in this approach, teacher feedback is the only way offeedback. In order to change this situation, many scholars at home and abroad have donelots of research in order to find a better way to improve the students’ writing abilities.
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1.2 The Research Purpose and Significance
In recent years, with the continuous improvement of English teaching methods athome and abroad, peer feedback in the field of English writing teaching has receivedmore and more attention by many scholars in this field (Han Bing, 2009). Because of theEnglish writing in Chinses senior high school is so important, then how to improve the students’ writing abilities of senior high school has become a spotlight in the field ofEnglish writing teaching.In recent years, the New Curriculum reform has always been advocating all the time,but the situation of English writing in Chinese senior high school has not got much better,especially in the classroom, the teacher is still dominant in the process of writingactivities in order to cope with requirements of examination, students are lack ofinitiative and enthusiasm in writing activities. The study of peer feedback may bringssome implications for the teaching of English writing in Chinese senior high school.The scholars find that most studies about peer feedback was conducted in L2environment. That is to say, the peer feedback is popular at abroad, but the studies andpractice of peer feedback in teaching of English writing at home is not so popular. It isnecessary to conduct the theoretical and empirical research about the peer feedback. Asan effective supplement, peer feedback which stress the students is the center in writingteaching should be taken into account in the process of English writing in Chinese seniorhigh schools.
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Chapter 2 Literature Review
2.1 Definitions of the Important Terms
From the perspective of human resources, the feedback can be defined as“information about the gap between the actual level and the desired level of system”.From the perspective of teaching, “the feedback was widely seen as a crucial instrumentfor encouraging and consolidating learn
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