老师反馈论文：针对老师反馈的学生反馈.doc

教师反馈论文：针对教师反馈的学生反馈【中文摘要】写作,作为语言学习者的四项基本技能之一,是英语教学不可或缺的环节。广大英语教师和研究者进行了大量的研究以促进学习者英语写作水平的提高。其中对于英语写作教学中教师反馈的探讨是广大英语教师和研究者关注和研究的课题之一。大量研究结果表明学生写作水平在某种程度上受到教师反馈及其有效性的影响。同时,有些研究者提出反馈的有效性受到学习者态度的影响(Schulz,1996)。因此,探究学习者对教师反馈的态度就显得十分必要。本研究以山东财政学院324名非英语专业学生为研究对象,采用调查问卷和访谈的方式,是进一步探索大学英语学习者对英语写作教学中教师反馈的态度。本研究主要回答以下几个问题：1)大学英语学生在多大程度上对教师写作反馈予以关注?不同的语言水平是否会对他们的态度产生影响?2)教师在实际写作教学实践中对学生写作给与反馈的情况如何?3)大学英语学生对于教师写作反馈有什么样的期望?基于对各项数据的统计分析,得出如下结论：1)在中国非英语专业学习者普遍重视写作教学中的教师反馈的情况下,不同水平的学习者对教师反馈的重视程度不同。与高水平学习者相比较,低水平学习者更注重教师反馈。2)在学习者看来,教师的实际反馈在形式上侧重于传统的批改模式,对于面批、开设课程博客等其他反馈方法的关注和使用不足。同时,教师的就学生作文的内容(语法、拼写、词汇等)做出反馈,对于文章的形式(结构、观点、写作风格等)不够重视。这与学生对于教师反馈的实际期望与偏好不一致。本研究对今后的大学英语写作教学的启示在于,为了提高教师反馈的有效性,大学英语教师应：1)重视和了解不同水平学生对于教师反馈的态度和看法,根据不同水平学习者的特点和需求,在教学过程中有所侧重；2)多尝试使用不同形式的反馈方式,激发学生对于教师反馈的重视和回应,进而提高学生对于写作学习的兴趣,以最终达到提高学生写作能力的。【英文摘要】Writing, as one of the four fundamental skills for the language learners to acquire, is an indispensable part in the process of English language teaching. A large amount of studies has been carried out by English teachers and researchers to promote learnerswriting skills and ability, and giving feedback on student writing is among the most controversial topics in second language teaching. It is indicated in many research that the effectiveness of teacher feedback has a significant impact on students writing ability. Meanwhile, learners attitudes towards feedback may influence the effectiveness of such feedback (Schulz,1996). Accordingly, investigations into learners attitudes to teacher feedback are of great importance in order to make clear whether their expectations consist with those of their teachers.The present study investigates Chinese college English students attitudes towards teacher feedback, aiming to fill the gaps in previous study to some extent. It is guided by the following research questions:1) To what extent do college English students pay attention to teacher feedback in EFL writing? Do their different language levels affect their attitudes? 2) What are the college English teachers actual practices in giving feedback to students writing? 3) What are college English students expectations for teacher feedback in EFL writing? The participants of this study are 324 non-English majors from Shandong University of Finance; and the two instruments employed are questionnaire and interview.Some main findings revealed through the analysis the data collected in this study are as follows:1) Chinese college English students at different levels have different attitudes towards teacher feedback in EFL writing, though they all pay much attention to teacher feedback. In terms of the extent to which learners pay attention to teacher feedback, learners at high proficiency level pay less attention to teacher feedback than those at low proficiency level do both in the preliminary and the final draft.2) Some mismatches do exist between the actual teacher feedback and students preference for them. In practice, teachers choose more traditional ways to give feedback to studentswritings and they pay less attention to other forms such as conferencing or opening a course blog. As to the feedback-focuses, teachers prefer the contents to form.Apart from some limitations in the present study, there are some implications in its findings for the future Chinese EFL writing teaching. In order to give more appropriate and effective feedbacks, college English teachers should have the awareness to take the learnersattitudes towards teacher feedback into consideration and make changes in their teaching practice according to different students at different proficiency levels. At the meantime, they are suggested to adopt more ways in giving feedback to arouse students interests in English writing, and hopefully to finally promote their ability in EFL writing.【关键词】教师反馈 学习者态度 有效性 大学英语写作教学【英文关键词】teacher feedback learners attitude effectiveness college English writing【目录】针对教师反馈的学生反馈Abstract7-8摘要9-10List of Abbreviations10-11List of Tables and Figures11-13Chapter One Introduction13-181.1 Background of the Research13-141.2 Statement of the Problem14-151.3 Objective of the Study151.4 Significance of the Study15-171.5 Organization of the Thesis17-18Chapter Two Literature Review18-342.1 Feedback18-222.1.1 Definitions of Feedback18-192.1.2 A brief review of the research of feedback19-212.1.3 Feedback studies in second language acquisition21-222.2 Feedback on ESL/EFL Writing22-272.2.1 Sources of Feedback22-242.2.2 Forms of Feedback24-262.2.3 Focuses of Feedback26-272.3 Teacher Feedback27-342.3.1 Definition of Teacher Feedback27-282.3.2 Roles of Teacher Feedback28-292.3.3 Major Types of Teacher Feedback29-312.3.4 Principles to Guide Teachers in Giving Feedback312.3.5 Studies of Students Attitudes towards Teacher Feedback in China31-34Chapter Three Research Methodology34-383.1 Research Questions343.2 Participants34-353.3 Instruments35-373.4 Data Collection37-38Chapter Four Results and Discussions38-574.1 Results38-484.1.1 Students responses to the Questionnaire38-414.1.2 Teachers actual feedback on writing41-454.1.3 Students preference for teacher feedback on writing45-484.2 Transcript of the Interview48-504.3 Discussions50-574.3.1 Research Question 150-514.3.2 Research Question 251-534.3.3 Research Question 353-57Chapter Five Conclusion and Implications57-635.1 Summary of Major Findings57-585.1.1 Students attitudes towards teacher feedback in EFL writing57-585.1.2 Teacher actual pra