同伴互评在高中生英语写作教学中的有效性研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-08编辑:lgg点击率:4519
论文字数:35476论文编号:org201707042116137749语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文同伴互评高中英语教学
摘要:本文是高中英语教学论文,本文采用同伴反馈作为一个免费的教师反馈给意见的一个非常重要的方式,将教师从困难的情况下,修改学生作文的自由。同时,它可以给学生更多的机会充分参与写作过程,提高他们的自主学习。
of the process approach to teaching writing (Flower & Hayes, 1981) has gainedincreasing attention in English as Second Language (ESL) since the late 1980s. Before reviewing theprevious studies, the definition of “peer feedback” will be first presented. On the basis of empirical studies,researchers gave different definition of peer feedback. Here, the author just abstracted some of thosedefinition.Keh (1990) defined peer feedback:Peer feedback aims at providing the useful and concrete suggestions for reviewing from reader to writer. Thoughpeer feedback, the writer may be mot find out the problems in the composition where the reader is not able tounderstand by providing the reader with much information.Tsui and Ng (2000) defined:Peer feedback is a very important feedback together with teach feedback and it plays a very important role in theprocess of writing class. Because peer feedback provide students more opportunities to reflex their own advantagesand disadvantages, enhance the sense of participation, improve the writing proficiency and encourage students tocooperate.Hansen and Liu (2005) indicated that peer feedback has four modes:the first is oral feedback, which is used to give suggestions by reading peers’ composition; the second is writtenfeedback, which is used to give suggestions by writing down on the papers; the third is oral plus written feedback,which is used to give suggestions by reading peers’ composition and by writing down on the papers; the last iscomputer-mediated, which means that peers read papers on line and offer feedback on line through delayed-time orreal-time mode.
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2.2 Previous Studies on Peer Feedback
A large number of researches have been done on peer feedback in the ESL classroom (Mangelsdorf &Schlumberger, 1992; Mendonca & Johnson, 1994; Mittan, 1989; Moore, 1986; Nelson & Murphy, 1992,1993; Stanley, 1992; Witbeck, 1976; Zhang, 1995). Some of these studies described classroom contexts andstudent roles, recommend strategies for successful peer feedback, or report on students’ attitudes andeffective benefits. Most of the previous studies on feedback mainly deal with the impact of feedback onhelping students to modify the draft in different contexts, such as, L1, L2, and English.Many studies have been conducted on students' attitudes toward peer feedback, which get differentresults. Some scholars have found that most participants hold a positive attitude to this form of feedbackwhich can help students get better advice from others, and eventually improve the quality of their writing.While others took cautiously attitude towards peers’ feedback and they didn’t believe in peers’ suggestion.Partidge (1981) was regarded as the first researcher to investigate students’ attitude towards peerfeedback. In her research, she interviewed 12 students to describe their attitude towards peer feedback. Theresults showed that most of students held positive attitude towards peer feedback and they regarded peerfeedback as an effective way for providing useful comments.Though many students held a positive attitude towards peer feedback and peer feedback activities,they also couldn’t believe in the accuracy of the suggestions given by peer, especially the lower-achievers.So, peer feedback has a limited influence on improving their writing ability.
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Chapter 3 Theoretical Framework........... 13
3.1 Vygotsky’s Zone of Proximal Development
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