会谈式反馈在非英语专业写作教学中的有效性研究

A Study on Effectiveness of Teacher-student Conference as Feedback in Writing Teaching of Non-English Majors

会谈式反馈的特点是师生就学生的习作进行面对面的交流,使师生能够通过直接对话的方式充分讨论学生的文稿,找出更切当、更有针对性的修改意见。笔者采用测试、学生习作、学生问卷及教师访谈等形式,以定性分析和定量描述的方法,以来自三个行政班的108名学生作为研究对象,进行了两个学期的教学实验,探索会谈式反馈是否更有助于提高非英语专业学生的英语写作能力。结果表明,与教师书面反馈和同伴反馈相比,会谈式反馈能更有效地帮助非英语专业学生提高英语写作能力,尤其对学生作文中的内容、组织、语言运用和技术细节四个方面影响较大,学生和教师对该反馈方式都持肯定的态度。

The teacher-student conference as feedback is characterized as the teacher and students’face-to-face communication on students’compositions to find proper and pertinent revision suggestions.By employing such methods as tests,students’writings,students’questionnaire and teacher interview,and 108 students from three classes as subjects,the present study is aimed to explore if the feedback is more effective in helping non-English majors improve their English writing proficiency in a two-term teaching experiment.The results show,compared to teacher written feedback and peer feedback,the teacher-student conference is more effective.Particularly,it has greater positive effects on such four aspects as content,organization,language use and mechanics in students’writings.And both teachers and the majority of students preferred the teacher-student writing conference activities to help students improve their writing skills.