英语论文网

摘要：本文是一篇英语论文范文，在初中三个年级的作文中，根据CLEC的错误分类，错误涵盖了所有11个错误维度。学生写作中最常见的错误是动词短语错误（24.09%）、词汇错误（18.98%）、单词错误（18.11%）、句法错误（14.44%）和名词短语错误（13.75%）。在本研究所研究的所有错误中，错误最多的维度如下：拼写（fm1，共359个），动词一致性（vp3，315），非限定动词（vp5，261），名词数量（np6，251），句子结构缺陷（SN8162），标点符号（SN9155），大写（FM3153），代词大小写（pr4，140）和构词（fm3，123）。随着学生的成长和学习，他们的年级越高，他们的写作错误就越多。这主要归因于写作难度的提高。在每个错误维度中，无论学生在哪个年级，低分学生作文中的错误总数都远远大于高分学生作文中的错误总数。这意味着错误的数量与文章的分数呈负相关。

cepts

2.1.1 Feedback

According to whether students are included in the feedback, Carless (2015) dividesdefinitions of feedback given by researchers into two main paradigms, i.e., the old and thenew. The “old paradigm” refers to the one-way communication of written correctivecomments, where feedback is conceptualized as an issue of “knowledge of results” or“correction of errors”, and where the role of feedback is to “put things right” by taking acorrective action (Gibbs & Simpson, 2004). Then, in this way, students are characterizedas “passive recipients of feedback information”, and the main purpose of this type offeedback is to “confirm or change a student’s knowledge as represented by answers to testor assignment questions” (Butler & Winne, 1995: 246). However, guided by thesocio-constructivist view of learning, the definition of feedback has changed into whatCarless (2015) refers to as the “new paradigm”. This definition is well described by Boudand Molloy (2013: 205) as “a process whereby learners obtain information about theirwork in order to appreciate similarities and differences between the appropriate standardsfor any given work, and the qualities of the work itself, in order to generate improvedwork”. As we can see, this definition is not a one-way communication as the so-called oldparadigm, in which students are fully considered as an important subject in feedback. Thenew concept of feedback shows the transmission of dominant role in the process of feedback: from teacher-controlled delivery to a student-engaged process (Carless & Boud,2018).

Since the role of students as subjects in language acquisition process is emphasized,so is their role in feedback. As a bidirectional interaction, both the teachers and studentsplay important roles in feedback, which can be considered as a two-way communication.This is to say, encountering teachers’ feedback, students react differently, which results indifferent effects as to see whether certain feedback is more preferred than others.Therefore, teachers can choose more effective ways to give feedback that cater tostudents’ preference.

...................................

2.2 Theoretical Basis

2.2.1 Theory of Humanism

Humanism initially appears in the documents of ancient Greek and Rome. Itformerly refers to the feeling and spirits of human, which in the modern time, experiencesa great change, asserting to the pursuit of life value.

Humanism cares about human’s passion and dignity, views human as a whole, andadvocates creating a good learning environment for learners, which attracts interest ofeducators. Maslow (1943), a famous advocator of humanism, believes that there are fivekinds of human needs. If a person’s first four needs (physiology, security, belonging, andlove and respect) are met, then the fifth need, the need of self-actualization, will becomehis driving force. Fundamentally, with the help of education, the fifth need is thestimulation of learners’ intrinsic learning motivation. In this way, learners can break theshackles, carry out self-education freely, and finally meet the needs of self-realization.Rogers proposed that humanistic education should be learner-centered, and studentsshould actively absorb interesting knowledge driven by curiosity, rather than teachersforcing students to learn. The purpose of education is to cultivate a complete本论文由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。