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我国大学英语写作教学课堂中应用同学相互建议的教学方法之研究

作　者: 田军
导　师: 田建国
学　校: 西北工业大学
专　业: 语言学与应用语言学
关键词: teaching learner classroom Chinese competence communicative more themselves China meaning
分类号: H319.3
类　型: 硕士论文
年　份: 2003年
下　载: 122次
引　用: 0次
阅　读: 论文下载

内容摘要

Writing is commonly used to assess not only students’ language skills but also their learning in many academic areas. Responses to students’ writing greatly influence attitudes to writing and motivations for further writing. This paper begins with a review of the theoretical and research literature focusing on peer feedback in second language writing classes. Four theories which support peer feedback as an effective teaching method are reviewed: cognitive writing process theory, social-construction theory, and two second language acquisition theories - the input hypothesis and the output hypothesis. Relevant research is reviewed from three perspectives: the literature against peer feedback, literature supporting peer feedback and literature advocating training of students for peer feedback. After exploring English education in China and anticipating potential problems in implementing peer feedback in EFL writing classes at the tertiary level, the paper concludes that with appropriate training, it is feasible to incorporate peer feedback into university-level English writing classes in China. Various implications and applications of peer feedback are suggested.

全文目录

1 INTRODUCTION  6-11
2 THEORETICAL FRAMEWORKS  11-34
  2.1 COGNITIVE WRITING PROCESS THEORY  11-16
  2.2 SOCIAL-CONSIRUCTION TUEORY  16-22
  2.3 THEORY OF SECOND LANGUAGE ACQUISITION-INPUT HYPOTHESIS  22-27
  2.4 THEORY OF SECOND LANGUAGE ACQUISITION-OUTPUT HYPOTHESIS  27-34
3 ESL STUDIES ON THE EFFECTIVENESS OF PEER FEEDBACK  34-70
  3.1 EVIDENCE AGAINST THE USE OF PEER FEEDBACK WITH L2 LEARNERS  34-42
    3.1.1 Comparison of Teacher Comments, Peer Comments and Other Sources  35-37
    3.1.2 Students' Preference for Teacher and Peer Feedback  37-38
    3.1.3 Influence of Cultural Differences on Effectiveness of Peer Feedback  38-42
  3.2 EVIDFNCE SUPPORTING THE USE OF PEER FEEDBACK WITH L2 LEARNERS  42-52
    3.2.1 Research with Lower Proficiency ESL Students  43-44
    3.2.2 Research with Intermediate to Advanced Level ESL Students  44-51
    3.2.3 Research with Advanced Level ESL Students  51-52
  3.3 TRAINING IN PEER FEEDBACK  52-57
    3.3.1 Coaching Student Writers to Be Effective Peer Evaluators  54-55
    3.3.2 The Effects of Trained Peer Response  55-57
  3.4 SYNTHESIS OF RESEARCH FINDINGS  57-70
    3.4.1 Potential Disadvantages of Peer Feedback in L2 Writing Classes  57-61
    3.4.2 Potential Benefits of Peer Feedback in L2 Writing Classes  61-70
      3.4.2.1 Peer Feedback Develops L2 Learners' Writing Competence  61-65
      3.4.2.2 Peer Feedback Facilitates L2 Learners' Second Language Acquisition  65-70
4 THE FEASIBILITY OF IMPLEMENTING PEER FEEDBACK IN WRITING CLASSES IN CHINA  70-106
  4.1 THE STATUS OF ENGLISH IN CHINA  70-72
  4.2 ENGLISH EDUCATION AT UNIVERSTHES IN CHINA  72-82
    4.2.1 College English Syllabuses  73-76
    4.2.2 College English Tests  76-78
    4.2.3 EFL Instruction at the University Levels  78-82
  4.3 THE CASE FOR IMPLEMENTING PEER FEEDBACK IN CHINA  82-89
    4.3.1 Relation to Traditional Chinese Educational Theory  82-85
    4.3.2 Lowering the Affective Filter  85-86
    4.3.3 Enhancing Communicative Competence  86-88
    4.3.4 Developing Writing Skill  88-89
    4.3.5 Summary  89
  4.4 ANTICIPATED PROBLEMS AND SUGGESTED SOLUTIONS  89-102
    4.4.1 Anticipated Problems  90-94
    4.4.2 Suggested Solutions  94-102
      4.4.2.1 Teacher Preparation and Training  94-96
      4.4.2.2 Training Sessions for the Students  96-101
      4.4.2.3 Teacher's Role in the Whole Process of Peer Feedback  101-102
  4.5 CONCLUDING REMARKS  102-106
REFERENCES  106-115

我国大学英语写作教学课堂中应用同学相互建议的教学方法之研究

内容摘要

全文目录

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