摘要
以社会文化理论为指导,从学习者视角出发,通过研究学习者对三种反馈形式的反应和需求,探索多元反馈在非英语专业英语写作教学中的应用问题。研究结果显示:教师反馈在多元反馈中应处主导地位,且首要任务仍是语言准确性;教师还要为学生指明方向,让学生认识任何“支架”反馈都必须经历从直接反馈到间接反馈的过渡,并帮助他们实现这一转变;应充分利用同伴反馈和在线自动评阅系统的辅助作用,充分调动学生的自主学习能力,从而提高反馈有效性。
Based on Sociocultural Theory,this paper focuses on learner's response and demand to three feedbacks,namely the learner's perspective,through which teachers can investigate the application and effectiveness of integrated feedbacks in non-English'majors writing teaching.The results indicate that(1)teacher feedback has a dominant role in the integrated feedback,especially in enhancing students'language accuracy;(2)teacher should also help students realize the significance of transformation from direct feedback into indirect feedback and also help them achieve it successfully;(3)peer feedback and AWE are also effective in developing their writing interest.
作者
胡靓
HU Liang(School of Foreign Languages, Anqing Normal University, Anqing 246011, China)
出处
《皖西学院学报》
2020年第3期103-106,124,共5页
Journal of West Anhui University
基金
教育部高等学校特色专业建设点项目(TS12154)。
关键词
社会文化观
英语写作
学习者视角
多元反馈
Sociocultural Theory
English writing
learner s perspective
integrated feedback
