iReasearch学术科研网

摘要：本研究基于某大学教师一学期的教学个案;采集20名学生的4次作文样本;通过样本分析、问卷调查等手段深入探讨EFL背景下学生英语写作中教师书面反馈的相关特征以及学生对反馈的反应。研究结果表明:(1)教师纠错性反馈类型的多样性不明显;直接纠正反馈方式占中心地位;(2)教师的非纠错性反馈主要表现为对学生文章的思想内容做出反馈;同时兼顾文章的其他方面;这种形式的非纠错性反馈受到多数学生的欢迎;(3)中国学生十分看重教师书面反馈;但由于他们在个性、教育背景、语言水平和学习动机等诸多方面存在个体差异;对反馈的反应和偏好也不尽相同。本研究对教师如何为中国学生的英语作文提供有效书面反馈具有一定启发意义。

With a case study carried out in EFL contexts,the present study aims to investigate the characteristics of written feedback provided by a teacher for his students in a semester and the students’ responses through sample analysis and questionnaires.The study shows that the teacher prefers to give direct corrective feedback,which can be most frequently seen in the marked essays.When giving feedback,the teacher focuses more on ideas of texts,which is welcomed by his students.Moreover,the students do take teacher written feedback seriously despite the fact that there are disparities in their responses and preferences to feedback due to individual differences in terms of personality, educational background,language proficiency,and learning motivation.The study is hopefully of potential implications for teachers to provide effective written feedback in Chinese EFL writing classes.