教师书面反馈对大学生英语写作学习影响的个案研究

被引：23

作者：

杨鲁新

机构：

[1] 北京外国语大学中国外语教育研究中心

来源：

山东外语教学 | 2013年 / 34卷 / 05期

基金：

教育部留学回国人员科研启动基金;

关键词：

英语写作; 教师书面反馈; 作文修改; 写作态度;

D O I：

10.16482/j.sdwy37-1026.2013.05.014

中图分类号：

H319 [语文教学];

学科分类号：

摘要：

本研究采用质性个案研究方法,跟踪观察了一位经验型英语写作教师写作教学以及四名非英语专业学生的英语写作学习情况,收集了教师的书面反馈、学生的多稿作文、教学材料、访谈等多种数据。数据分析表明:该教师的书面反馈细致而全面,特别关注了学生写作中出现的语言问题,但针对文章整体内容及思路的反馈相对较少。学生重视并采纳了大部分教师书面反馈,认为这些反馈对其作文修改及其写作能力提高帮助很大。另外,教师书面反馈对学生的影响并不仅局限于作文修改,而且对学生写作习惯的培养及写作态度均有一定程度的正面影响。

引用

页码：12 / 18

页数：7

共 13 条

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