教师书面反馈对初中生英语写作的影响|英语论文网

教师书面反馈对初中生英语写作的影响

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：8227

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

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?

Chapter One Introduction

1.1 The Background of the Study

In China, English, as a foreign language, is one of students’ courses and English writing is the mostchallenging part which demanding not only large vocabulary, multiple sentence patterns but also integralcontent. Writing represents language output and it also reflects learners’ knowledge and the ability oflanguage usage. When students finish their writing assignments, teacher feedback makes them realize theproblems in writing and improves students’ following writing quality.In the history of writing teaching, teachers’ and theoretical scholars’ view on the importance offeedback have shifted for several times. Before 1970s, the accuracy of grammatical form and spelling wasthe aim in writing. Later, influenced by the process writing approach, teachers and students pay moreattention to the content, organization and rhetoric and other perspectives.In 1996, John Truscott published “The Case against Grammar Correction in L2 Writing Class” inLanguage Learning. Truscott (1996) held that grammar correction should be abandoned and the accuracyimprovement is not related to the fate of grammar correction. But Ferris (1999) rebutted Truscott’s (1996)argument. She thought it is premature and too strong and she believed there is increasing research evidencethat error correction can help students’ writing if it is selective, prioritized and clear (Ellis, 1998; Reid,1997; Ferris & Hedgcock,1998). Since then, whether giving feedback on English student has been arguedfor many years.At the same time Fathman and Whalley (1990) concluded that the subjects who were divided intotwo groups with different kinds of feedback. Subjects receiving content feedback or even without feedbackmade more errors during the writing than other subjects who got error feedback. Hyland (1990) debatedthat students can learn definitely from the errors, but it relied upon the feedback method that encouragesthem to return to their works. Garcia (1999) claimed that feedback can help students realize errors andother writing problems. Through feedback, the writer knew where he or she had confused or misled thereader without sufficient information, development of ideas, illogical organization or something likeinappropriate language choice or tense.

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1.2 Purpose of the Study

In terms of pros and cons of using written feedback and which types of written feedback moreeffective, scholars didn’t reach a consensus. And teachers who are teaching in the front line are alsoconfused with how to give written feedback. In this thesis, the author tried to answer the questions asfollows:(1) Which kind of teacher feedback can improve writing accuracy, direct feedback or indirect feedback?(2)Which kind of teacher feedback can improve syntactic complexity, direct feedback or indirect feedback?(3) Which kind of teacher feedback can improve writing achievement, dir