文档介绍：上海交通大学
硕士学位论文
教师反馈与同级反馈相结合对英语写作的影响
姓名:万燕
申请学位级别:硕士
专业:外国语言学及应用语言学
指导教师:陈永捷
20071101
Shanghai Jiao Tong University M. A. Thesis

摘要

反馈在英语写作教学中的作用已为广大研究者和教师所重视并加以研究。但是,
就谁应该给出反馈意见这一问题上,人们的观点不尽相同。有些侧重于教师反馈,
有些偏好于同级反馈,也有些将二者进行对比研究。但到目前为止,将教师反馈和
同级反馈相结合,并考察其对英语写作的影响的实证研究还很少。这正是本文研究
的重点所在。

本文通过对合肥工业大学的四组被试的实验研究,得出的主要结论如下:
1) 教师和学生对相同材料给出的反馈在频率、侧重点和有效性方面既有相
同点,也有很大的差异。这一对比研究为教师反馈和同级反馈的结合提
供了前提。
2) 就长期效果而言,教师反馈与同级反馈相结合比单纯的教师反馈或单纯
的同级反馈更有可能提高学生的英语写作水平。
3) 学生对教师反馈和同级反馈相结合的综合反馈形式比较赞同,但一致认
为教师反馈应该占主要地位,而同级反馈则为其补充形式。

本文是对教师反馈与同级反馈相结合的综合反馈形式的初步研究,对现阶段的英
语写作教学具有一定的指导意义。当然,本次研究研究还存在某些不足,对教师反
馈和同级反馈相结合的综合反馈形式对英语写作的影响还须进一步的深入研究。

关键词: 教师反馈,同级反馈,综合反馈,英语写作,影响

III
Shanghai Jiao Tong University M. A. Thesis

ABSTRACT

Feedback is seen as a central aspect of L2 writing programs. Much research either
treated teacher feedback and peer feedback separately or concentrated on their differences,
but there paratively few studies about the effect bining teacher feedback
with peer feedback on EFL writing, which is the major concern of the current study. This
research is conducted through a 10-week writing experiment on four groups of subjects:
Group A1 received both teacher feedback and peer feedback; Group A2 only teacher
feedback; Group B1 only peer feedback; Group B2 was a control group. The major
findings are as follows.
There is some significant difference between teacher feedback and peer feedback in
feedback frequency, feedback emphasis and feedback validity. Compared with mere
teacher feedback and with mere peer feedback, bination of both forms is more
likely to be of help to the improvement of EFL writing. Most students expressed their
positive view about bination of teacher feedback and peer feedback, but they
thought teacher feedback was of the primary importance and peer feedback was the
supplement.
Finally the implication of the study is discussed. The practice bining