【作者】 李萌；

【导师】 王月平；

【作者基本信息】 首都师范大学 ， 学科教学英语， 2012， 硕士

【摘要】 随着世界经济的发展与国家之间日益增加的国际交流,英语作为一种世界通用的语言,已经被当作一种沟通的桥梁。对于中国的高中生来说,写作是一个巨大的挑战。对于教师们来说,帮助学生们走出这个困境并且最终提高他们的写作能力是当前的紧迫任务。这项研究是通过定量和定性的方式来进行的。研究的参与者是300名高中生,这个阶段的学生已经掌握一定的英语知识及一定的应用能力。本项研究的问题包括：1)高中学生对英语写作持有怎样的态度?2)学生如何回应教师的写作反馈?3)高水平学生和低水平学生的教师写作反馈的回应方式是否存在不同?4)如果高水平学生和低水平学生的教师写作反馈的回应方式存在不同,那区别是什么同时,这个研究最后提出了一些对于高中英语教师应该怎样充分利用反馈手段的一些实际建议。数据的采集过程是通过问卷和访谈两种方法完成,数据分析是利用微软表格工具的透视表功能完成。以下是这项研究的主要发现：1)相对于拥有大量的单词量,正确地使用词组句型,适当地进行阅读,对优秀的文章进行仿写,学生认为根据教师的纠错性反馈与教师的写作讲授水平是提高写作水平两个相对不重要的因素。2)学生不仅同意教师的写作反馈是有益的,也认为根据其修改和重写会对写作水平提高有益处。3)高水平与低水平学生对写作反馈的回应方式存在差异。4)与高水平学生不同,低水平学生会否认写作反馈有益于英语水平提高,同时,写作成绩低也会使学生感到灰心。相比之下,低水平学生对教师反馈的内容要求的更多,比如准确地指出错误,对于内容的反馈,对于英语学习的建议以及一定的夸奖。更多还原

【Abstract】 With the development of the world economy and increasing contacts among different countries, as universally used language, English has been regarded as a bridge for communication. For Chinese high school students, writing is considered as a great challenge. Teachers find it urgent to help students out of the dilemma, and finally improve their writing ability.This study was conducted through the combination of quanitive and qualitative approach. The participants attending this study were300high school students who had already mastered English comparatively good and been able to use it. The research questions were as follows:1) What’s the students’attitude toward writing?2) How do students respond to writing feedback?3) Is there any difference(s) between high-achieving and low-achieving students’response to writing feedback?4) If so, what could the difference(s) between high-achieving and low-achieving students’response to writing feedback be? Meanwhile, it suggested some practical recommendations for high school teachers making full use of the feedback techniques to facilitate students to master writing feedback effectively. Questionnaire and in-depth interview were applied in the data collection process.The Pivot Table of Microsoft Excel was used to analyze the statistics got from the questionnaire. The following are the major findings of this study:1) Students think that two factors play a comparably less important role related with teachers’instruction and correction, that is, the modification of the writing assignment according to the teachers’corrective feedback, the instruction level of teachers on writing.2) Students not only admit that they could benefit from the corrective writing feedback but also think it’s worthy of modifying and rewriting rather than take the writing score as the final step of writing.3) Differences do exist between the high-achieving and low-achieving students’response to writing feedback.4) Unlike high-achievers favor the idea that writing feedback is beneficial and are eager to learn from it in case of making the same errors again, some low achievers are highly against it as they think the teachers’feedback is too general and make them discouraged because of the low score. They also demand more feedback on writing errors, suggestions and praise than the high-achievers do.更多还原