摘要
本研究构建了融合教师反馈、同伴反馈和网络反馈的多元写作反馈教学模式,并应用于大学英语写作教学,经过16周的教学后,采用多元反馈模式的班级,写作成绩总分显著优于采用教师反馈的班级,在单项成绩上,多元反馈对词汇和语法的提升作用优于教师反馈,但在写作任务回应情况、连贯与衔接方面没有显著差异。问卷调查的结果表明,多数学生对多元反馈写作教学模式表示满意,认为其有助于缓解写作焦虑,激发写作兴趣,并提高其写作水平。
This study develops a multi-dimensional feedback mode involving teacher feedback,peer feedback and online feedback,and implements it in the teaching of college English writing.After 16 weeks of teaching,the class using multi-dimensional feedback scores significantly better than the class using teacher feedback.The results also indicate that multi-dimensional feedback has better effects on improving vocabulary and grammar than teacher feedback.However,there are no significant differences in task response,coherence and cohesion.The results of the questionnaire survey show that most students are satisfied with multi-dimensional feedback,and believe it can help alleviate writing anxiety,stimulate writing interest and improve their writing abilities.
作者
楼璐铮
钱海
Lou Luzheng;Qian Hai(General Education Department,Hangzhou Medical College;School of Public Health,Hangzhou Medical College,Hangzhou310053,Zhejiang,China)
出处
《中国高等医学教育》
2019年第5期107-108,116,共3页
China Higher Medical Education
关键词
大学英语写作教学
多元反馈模式
教师反馈
同伴反馈
网络反馈
Teaching of College English Writing
Multi-dimensional Feedback Mode
Teacher Feedback
Peer Feedback
Online Feedback
作者简介
楼璐铮,男,硕士,讲师,研究方向:应用语言学。
