谈“后方法”教学理论下的英语写作教师的发展

在"后方法"教学理论的指导下,本文试图探讨英语写作教师的发展策略,认为可以通过对写作教师的理念在写作教学方法的认识、英语语言的认识、师生关系的认识和教师与教师教育者的关系的认识等方面的重构来寻求发展策略,旨在推动英语写作教师的发展研究。

从“身份”的视角探析大学英语写作教师的教学需求

从"身份"的视角看,当前大学英语写作教师遇到一些写作指导和反馈教学方面的困惑,影响了教师实践教师身份的教学思想、教学环境以及教学管理等。提高大学英语写作教师对写作教学的认识、增强其教学实践的能力并予以教学管理的支持,是满足大学英语写作教师教学需求、实现大学英语写作教师自身职业发展的关键。

系统功能语言学视角下大学英语写作教师职前教育思考

受传统教育理念的影响,大学英语写作教学仍然着重于词汇、语法和篇章结构等语言形式方面的训练。这与《大学英语课程教学要求》中所要求的提高大学生英语书面表达能力还有差距。因此,文章从系统功能语言学视角出发,探讨如何开展大学英语写作教师职前教育,改善大学英语写作教学模式,以提高大学英语写作教学质量。

A Corpus-Based Study of Adverbial Connectors in Native and Non-native Students＇ Writing

In writing and speaking, adverbial connectors always play a part to connect different parts together at both semantic and syntactic aspects. For it is so important that a lot of scholars have made and are making a series of studies to their functions. On the basis of corpus-based study, this paper firstly makes a comparison to the usage of adverbial connectors in their writings of the native students and non-native students and then exposes a distinctive gap between these two types of writings in usage of adverbial connectors. In order to help Chinese second-language learners acquire English as well as English native speakers do, this study deeply digs this gap and in further provides several pedagogical suggestions for English teachers and second-language learners.

Error Feedback on Students' Writings by Chinese Tertiary Teachers of English

This study explores how error feedback is practiced by Chinese tertiary EFL teachers with its focus on the extent and modes of error feedback, types of focused errors, feedback strategies, and perceptions and attitudes of concern. Analysis of the data from questionnaires, interviews and sample writings indicates that error feedback was extensively practiced in both comprehensive and selective modes. When providing feedback, teachers tended to focus on diction problems and ill-formed sentences, and mainly used the strategies of ＂direct feedback＂ and ＂hinting at the location of errors＂. Despite their expectations on students to locate and correct errors, teachers were found more concerned with the immediate goal of helping students avoid making the same errors than helping them learn on their own. As for the students, they expected teachers to provide comprehensive error feedback and make frequent use of error codes. This paper finally points out that for more effective error feedback, various feedback strategies should be used by teachers and self-correction and peer review should be conducted by students.

ASSESSING THE IMPACT OF PEER REVISION ON ENGLISH WRITING OF TERTIARY EFL LEARNERS

通过对48名大学生英语写作中同伴作文修改的实证研究,评价同伴作文修改对他们的定稿的影响。具体研究大学生对同伴作文修改形式的认可情况(以更为熟悉的教师修改情况为参照),以及在同伴作文修改过程中,学生是如何针对作文内容、组织、词语、语法以及技术失误等方面进行修改的。实证证明,同伴作文修改是英语作文教学的一种有效方式。

The Impact of Teacher Feedback on the Long-term Improvement in the Accuracy of EFL Student Writing

本研究利用实验组和控制组数据来证明对学生作文给予不同的教师反馈可使两组人在写作准确性的长期进步中产生显著差异。对实验组采用的修改方法是修改加上相应的详细解释,该方法的效果在这个实证研究中清晰可见。而与此同时,对控制组的作文不修改错误,只给概括性的评语。结果,控制组在EFL写作准确性上进步很小。因此,我们认为这种修改方法对学生写作准确性的长期进步更有帮助,并且应该应用于EFL写作教学中。