同伴反馈在高中英语写作教学中的应用研究

同伴反馈在高中英语写作教学中的应用研究

来源:www.51fabiao.org作者:lgg发布时间:2018-09-18 20:36
本文是一篇英语硕士论文,英语专业学生主要学习英语语言、文学,英美等英语国家历史、政治、经济、外交、社会文化等方面基本理论和基本知识,受到英语听、说、读、写、译等方面的良好
本文是一篇英语硕士论文,英语专业学生主要学习英语语言、文学,英美等英语国家历史、政治、经济、外交、社会文化等方面基本理论和基本知识,受到英语听、说、读、写、译等方面的良好的技巧训练,掌握一定的科研方法,具有从事翻译、研究、教学、管理工作的业务水平及较好的素质与能力。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。
 
Chapter 1 Introduction
 
In this chapter, the author mainly introduces the background, the purpose andthe significance as well as the overall structure of this study.
 
1.1 Background of the Study
Writing, as a means of communication, is a comprehensive language usingability. And it is also an important embodiment of a learner’s language expressionability and thinking ability, which can reflect a learner’s language level. In senior highschool, English writing is one of the basic language skills that students must master,and it is highly recognized between teachers and students in senior high school.Meanwhile, the cultivation of high school students’ written ability of expression isalways one of the most important goals in senior high school English teaching.The National English Curriculum Standards for Ordinary High School (2017)(hereafter referred as Curriculum Standards) is aimed at developing students’ corecompetence in English discipline which includes students’ language ability, culturalawareness, thinking quality and learning ability. And it claims high demands onstudents’ writing ability. In its academic quality, it stipulates three levels for students’writing ability that students should achieve after finishing this subject learning. Andthe third academic quality level requires that students should be able to use writtenEnglish to represent the imaginative experience or things and make comments on thefacts, views as well as the experience; and they also should be able to constructappropriate texts according to the practical needs. Meanwhile, they should be able toimprove the coherence of the texts through using proper cohesive devices, and usingspecial words and grammars to express the meaning creatively. Thus to implement therequirements of the Curriculum Standards, it is highly necessary for teachers andresearchers to probe into the field of English writing teaching and learning to find outthe effective ways to help students achieve their development.
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1.2 Significance of the Study
Senior high school is a critical stage to cultivate students’ core competence inEnglish discipline, including their language ability, cultural awareness, thinkingquality and learning ability. Writing is one of the language output skills which reflectsa learner’s comprehensive language using ability. The training of students’ writingability is a very important means to cultivate those qualities of students, and theapplication of peer feedback in English writing teaching can achieve this goal.Therefore, to study the effects of peer feedback on students’ writing ability andthe effects of peer feedback on students’ attitudes towards English writing, the authorapplies the peer feedback in senior high school English writing teaching based on thecooperative learning theory, Zone of Proximal Development theory and activitytheory, taking students as the center of the activities and providing them as manychances as possible to make them take part in the writing activities. And thesignificance of this study mainly contains the following aspects:
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Chapter 2 Literature Review
 
This chapter consists of five parts in which the author primarily introduces peerfeedback, and then introduces three theories related with peer feedback. In the thirdpart, the author presents the writing teaching which includes the essence of writingteaching and the process approach in writing. The fourth part is about the relationbetween peer feedback and writing teaching. In the last part, the author illustrates thesituation of the current studies about peer feedback at home and abroad.
 
2.1 Peer Feedback
Feedback has been regarded as an important means to improve students’learning ability and to consolidate their learning results. Zhu Qiujuan (2010) definedthat in writing teaching, feedback refers to “the readers’ input to the author, and itsfunction is to provide the author with some helpful information to modify andimprove their compositions.” The effects of feedback in writing teaching can directlyreflect the teachers’ teaching effects and also affect the improvement of students’writing ability.Peer feedback has gradually become the focus in the field of second languagewriting in recent years, and it refers to the information, which includes theinformation of evaluation and the revision advice, that is provided by the reader to theauthor in revising the compositions, and it is attached great importance in process writing approach which has taken place of product approach since the 1970s. Peerfeedback is student-centered, and it highlights the idea of “audience” that helps tocomplete a transition from the “writer-based focus” to the “reader-based focus”,which facilitates achieving the purpose of communication during the process ofwriting. It is also regarded as one of the important supplements of teacher feedback inwriting teaching.
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2.2 Theories Related to Peer Feedback
As a two-way and interactive correction activity, peer feedback is supported bythe theories including cooperative learning theory, Zone of Proximal Developmenttheory as well as activity theory. The core of cooperative learning theory is thatlanguage learning is a structured form of group cooperation. Based on the mutualdependence and the trust of group members, learners share responsibilities andaccomplish tasks through using social skills. Vogotsky’s Zone of ProximalDevelopment theory suggests that learners can learn to solve problems that theycannot solve independently in their development stages through cooperating with theirpeers. Activity theory emphasizes that human activities are finished throughintermediary tools in a certain social environment,and the use of tools is the processof accumulation and transformation of social knowledge, and the change of internalbehavior and the development of individual intelligence are also influenced by it.
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Chapter 3 Methodology....33
3.1 Research Questions.............33
3.2 Subjects.........34
3.3 Instruments ..............35
3.3.1 Questionnaires.........35
3.3.2 Pre-test and Post- test.........36
3.3.3 Interview ......37
3.4 Teaching Procedures...........38
3.5 Data Collection ........45
3.6 Data Analysis...........47
Chapter 4 Results and Discussion .........48
4.1 Results ........48
4.2 Discussion.....62
Chapter 5 Conclusion .......67
5.1 Major Findings ........67
5.2 Pedagogical Implications....69
5.3 Limitations of the Study .....70
5.4 Suggestions for the Further Research .......71
 
Chapter 4 Results and Discussion
 
This chapter presents the results of the experiment and illustrates the discussionof the research questions. To analyze the results of the pre-test and the post-test, theauthor uses SPSS 22.0 quantitatively and also makes an analysis about thequestionnaires and the results of the interview qualitatively. The discussion is mainlyabout the research questions of this study, including the discussion on the effects ofpeer feedback on students’ writing ability and the changes of students’ attitudestowards English writing after applying peer feedback in English writing teaching.
 
4.1 Results
In this part, the author mainly presented the results of the questionnaires, theresults of the pre-test and the post-test as well as the results of the interview.Those two questionnaires were carried out in the experimental class toinvestigate the changes of students’ attitudes and opinions towards English writingbefore and after the experiment as well as students’ views on the use of peer feedbackin English writing classes.At the beginning of this study, the author handed out 40 questionnaires in theexperimental class, and all the questionnaires were taken back and valid. To make theresults much clearer, the author illustrates the comparative results of the pre-questionnaire and the post-questionnaire in the following tables:
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conclusion
 
Although this experiment has only been processed for three months, the resultsof all the instruments prove that peer feedback is effective to improve students’English writing ability. While peer feedback in second language writing is a collectiveactivity which emphasizes on the importance of the environment, the intermediarytools and the cooperation and interaction among the reader, the peer and their peers’compositions; on the other hand, it can also be influenced by these factors. Thus, afterthis experimental study, the author has some suggestions for further researches on thistopic according to this experimental study:
Firstly, the further research can make a more specific study to investigate howdifferent types of peer feedback influence students’ English writing. For example,what different effects of different kinds of advice have on students’ English writing,which include the general revision advice, the specific revision advice that includesidentifying the problems and offering solutions, the revision advice with explanationsas well as the affective language of the comments.Secondly, the further research can study the different effects of oral peerfeedback and written peer feedback on students English writing.Thirdly, the further research can study the influence of readers’ motivations,emotions, their competence of cognition and their perception of the feedbackinformation on students’ English writing.Finally, the further research can study the role of the teacher and students playin the peer feedback activities.
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References (abbreviated)