中国英语教师写作书面反馈理念及实践 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-04-08编辑:lgg点击率:5557
论文字数:38547论文编号:org201704051912023513语种:英语 English地区:中国价格:$ 66
关键词:英语语言学论文英语教师写作书面反馈
摘要:本文是英语语言学论文,本研究弥补英语教师书面反馈理念的研究空白,并对英语写作教师及教学有一定的现实意义。为丰富教师的知识和使教师书面专业化,教师应接受培训。此外,教师应反思自己的教学,确保理念和实践的一致性。
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Analysis of the interview data revealed that the three teachers expressed beliefs about five themes concerning written feedback: the importance of written feedback, the focus of written feedback, the approach to written feedback, the effectiveness of written feedback, and the ideal way of writing feedback.The three teachers all believed it was important to provide written feedback on students’ writing, and they set out varied reasons for written feedback provision. They all emphasized that providing written feedback could improve students’ writing ability. Dick took his own experiences as an example, saying that he was a beneficiary of written feedback as he stated in the interview: My writing competence has been improved by the written feedback offered by others during my working years. Normally, I invited some native speakers to correct the language errors, especially some non-idiomatic expressions of my published papers. I learn more from those corrections. Hence, I wish students can benefit from my corrections.
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CONCLUSION
This chapter aims at discussing the findings and concluding the research. It is composed of four parts. Part 5.1 is the summary of findings, followed by a discussion of findings in Part 5.2. Part 5.3 indicates the pedagogical implications of the study and the final part concludes the study with limitations of the study and recommendations fro future researches. The present study, utilizing a case study research method, examined Chinese EFL teachers’ beliefs about written feedback, their feedback practices, and the consistency between their written feedback beliefs and practices. The major findings are summarized as follows.In terms of teachers’ beliefs about written feedback, three teachers all believed the importance of written feedback provision for different reasons. They all thought providing written feedback could improve students’ writing ability, with Celine stressing the “revise to learn”. Dick himself was a beneficiary of written feedback provision. Berry believed giving written feedback was a part of writing teaching, otherwise there was no sense for students attending the writing class. Besides, both Dick and Berry regarded written feedback provision as a way of interacting with students. Also, Dick and Celine believed that it was teachers’ responsibility to provide written feedback.
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