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高中生英语作文老师书面反馈语个案研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-30编辑:lgg点击率:4117

论文字数:36900论文编号:org201406281057169155语种:英语 English地区:中国价格:$ 66

关键词:教师书面反馈高中英语作文英语学习英语教学

摘要:Tons of researches have been explored about the types of teacher’s written feedbacks.However, experiments to dig out the features of feedback to improve EFL students’ writingare still rarely in the Chinese context.

Chapter 1 Introduction


1.1 Research Background
Writing ability can synthetically reflect a student’s English level. With thecomprehensive push forward reform of the college entrance examination, writing takes upmore and more marks in the whole paper. Hence, it leads to an increasing attention ofteachers’ and students’ to improve the writing ability. The fact is, for most of the students inthe senior high school of China, writing is still the most difficult task (Ferris, 1999). Feedbackis an important part of the teaching process. In teach of writing, teacher written feedback isthe main method of giving feedback on student's errors which including incoherentparagraphs, empty content and wrong choices of words.The remarkable changes in the research of EFL writing occurred in 1970s, fromassessing the writing to process to exploring the writing process. Since then, even though thetraditional writing approach still plays an important role, being the last step, compositioncommentary grown to be the essential part of the composition instruction. Therefore, it isimportant for language teacher and researchers to explore how to provide written feedback soas to enhance EFL learners’ writing quality and proficiency. In the recent 30 years, with thegrowing use of techniques and more attention on the importance of feedback, a great numberof new techniques including teacher-student conference, peer feedback, computer-mediated,self-monitoring, etc, more and more stress still lay on teacher written feedback in L2 writingclasses.
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1.2 Purposes of the Study
Tons of researches have been explored about the types of teacher’s written feedbacks.However, experiments to dig out the features of feedback to improve EFL students’ writingare still rarely in the Chinese context. Therefore, a great number of teachers in China are stillconfused about what kind of feedback or which kind of feedback strategies could be involvedto correct students’ writing. Based on this circumstance, the following study consists of twopurposes. First, it aims to seek out what are the features of teacher written feedback and howdoes teacher written feedback effect students’ writing according to analysis of the samplewriting. Second, it is designed to examine students’ attitudes and perceptions toward differentforms of teacher feedbacks through interviews and questionnaire.In order to investigated the problems and difficulties faced by teachers, this studyexplores teacher’s written feedbacks through case study and in hope of creating a moreconcrete picture to students’ writing, and to provide some fruitful suggestions to senior highschool teachers.
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Chapter 2 Literature Review


2.1 Definition of Teacher Written Feedback
The word "feedback" is widely accepted as a technical term which is used to describe aprocess-control system. This process-control system sends the message and then receives theeffects that had an influence on the message resending. That is to say, in classroom teaching,written feedback can be defined as teacher provides comments to the student’s writing withcorrections, so as to improve their writing ability. In other words, students can correct theirmistakes in their writings according to teacher’s written feedback stage by stage. It is论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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