句酷批改网对大学生英语写作反馈作用的研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-29编辑:lgg点击率:8308
论文字数:38547论文编号:org201710141814157431语种:英语 English地区:中国价格:$ 66
关键词:大学英语论文非英语专业学生写作反馈句酷批改网
摘要:本文是大学英语论文,本文以定性的个案研究的方法,基于多稿,由三名非英语专业学生的问卷调查和访谈记录,本研究试图揭示大学生使用的作文自动评分系统的反馈来自三个方面:他们做出修改,方法和策略运用与他们见面困难。
non-English major students, the present study attempts to reveal college students’ use of automated essay scoring system feedback from three aspects: the revisions they make, the ways and strategies they use and the difficulties they meet. It is hoped that this study can shed some light on the improvement of teaching of writing based on the use of automated essay scoring system.
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Chapter II Literature Review
hapter 1 introduces the research background and makes it clear that the main purpose of this research is to reveal the exact process of college students’ use of automated essay scoring system feedback. And in this chapter some of the relevant literature will be reviewed.
2.1 Feedback
Feedback is a very important research aspect in the teaching of second language writing and is regarded as one of the most important ways for teachers to give support to learners. Many researchers and teachers are very concerned about the important role that feedback plays in developing students’ writing ability and improving students’ writing quality. And in this part, literature relevant to feedback will be reviewed. In fact, feedback was a specific term in the engineering theory: in 1909, Nobel laureate Karl Ferdinand Braun first used it to refer to (undesired) coupling between components of an electronic circuit. And from then on, its meaning began to expand gradually. Generally speaking, feedback means the reaction to one reaction, or the information one delivers after he has accepted some information. In education field, feedback means the instructors’ response to learners’ behavior. And in the field of second language acquisition, the most widely accepted definition comes from Ramaprasad (1983). According to Ramaprasad, feedback means the information given to learners to help them find and fill the gap between their actual level and their
Reference level. Many other specialists also gave their definitions about feedback. Rod Ellis (1985) defined feedback as the response that learners received about their learning effort. Butler (1995) defined feedback as the information teachers give learners about their learning process and achievement. Wlodkowski defined feedback as the information learners receive about their work. When it comes to writing specifically, feedback means the information a writer receives from readers about his composition and it can help the writer find the logical, content and lexical problem existed in the composition. (Keh, 1990).
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2.2 Learning strategies
Just as what we have pointed out in the previous chapter, the development of writing ability also involves the development of strategic behaviors. Therefore, &nb
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