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教师书面反馈对初中生英语写作的影响 [4]

论文作者：www.51lunwen.org论文属性：硕士毕业论文 thesis登出时间：2017-07-15编辑：lgg点击率：8246

论文字数：38475论文编号：org201707131907432505语种：英语 English地区：中国价格：$ 66

关键词：初中英语论文写作准确度句式复杂度写作成绩

摘要：本文是初中英语论文，本研究尝试回答以下问题：（1）哪种反馈能够提高写作准确度，直接反馈还是间接反馈?（2）哪种反馈能够提高句式复杂度，直接反馈还是间接反馈?（3）哪种反馈能提高写作成绩，直接反馈还是间接反馈?

d achievements before the study are shown.These subjects’ grades are from 94 to 83 and two or more students have same grade in this test.From the data show that little disparity exists, especially the data Sig=.775>.05 which indicates that thesubjects are roughly sameness at the beginning of the study. If the experimental groups have some changeswhen the study ends, it can prove that different feedback from the teacher have distinct effect on thesubjects.To make the study more effective and reliable the subject’ writings were analyzed from three aspect:accuracy, complexity and achievement. Detailed description is on Table 5.2.


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Conclusions

In this chapter, the major findings of the present research are concluded, and the implications ofteacher feedback for the foreign language learning are explained. At last further limitations and suggestionsare pointed out for the future study.The current study based on the experiment of Chandler (2003), Ferris and Roberts (2001) and thefocuses of the research are to prove whether teacher feedback can improve the subjects’ writing accuracy,writing complexity, and writing achievement.The major findings of this research are as follows: first of all, both DF and IF from the teacher areeffective for improving the writing accuracy in new pieces of composition. Compared with the first scoresof the writing accuracy, two groups made significant progress in the last compositions while there is nogreat difference between the G1 and G2. This conclusion challenges Truscott (1996, 1999) who argued thatwritten feedback is useless for improving the writing ability and it should be not used in the writingclassrooms.Secondly, after eight weeks both groups did not improve significantly in the writing complexity. Putit in another way, in this research teacher feedback no matter what kind of feedback the subjects got did notinfluence the writing complexity. The reason for this result may owe to the shortage of systematic linguisticknowledge about English. After all, the subjects just are grade 2 students of junior high school.Thirdly, in terms of the writing achievement, by analyzing the collected data, direct feedback andindirect feedback from the teacher are good for the improvement. The writing evaluation cited from Jacobscriteria (1981) and this criteria contains many aspects of writing, such as content, organization, vocabularyuse, language and mechanics. For the beginner of English learning, these subjects of junior high school areacquire easily the vocabulary, grammar and content. Besides, these writing topics are not too difficult forthem, and most topics are closely related to their life and study. If they can master these factors in thewriting, they must can make progress in the writing achievement.
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