EFL写作中教师作文书面反馈研究——学生评估,教师自我评估,教师实际书面反馈与教师教学理念

鉴于目前国内关于EFL写作教师反馈的研究中,很少涉及教师对其反馈的自我评估的情况,系统研究了英语作为外语时,教师对作文反馈自我评估的内容、意义和作用。主要研究了以下内容:(1)教师的书面反馈中就整体和局部的反馈各占多少。(2)教师的自我评估和学生对教师书面反馈的评估的吻合程度。(3)教师对书面反馈的自我评估和教师的实际书面反馈的吻合程度。研究结果表明:教师书面反馈的重点仍然是文章的局部问题。教师的自我评估和学生对教师书面反馈的评估的吻合程度低,教师倾向高估所给出的反馈的量,反映出学生希望获得更多的教师书面反馈。而教师的自我评估和教师的实际书面反馈的吻合程度为66%,教师能比较准确地评估就作文局部所给出反馈的量,却倾向高估就作文整体所给出反馈的量。

生态语言学视域下的学术英语写作能力发展评估体系研究

本文尝试在生态语言学视域下构建学术英语写作能力发展的评估体系。基于生态写作构念和写作能力发展生态动态评估,文章提出包含体裁与修辞知识、过程与策略知识、学术话语共同体知识三大模块的学术英语写作构念,并结合笔者在中山大学的教学实践,在直接课堂情境和间接学校教育情境下采用写作文本分析、面谈、个案研究、电子写作档案袋等方法,实现学术写作能力的动态评估和生态迁移。

Evaluating Writing Strategy Instruction in a Chinese EFL University Context

The study aims to find out the effects of writing strategy instruction on non-English major graduate students by means of an empirical study. The results of Kruskal-Wallis Test show no significant differences at the pre-test, but at the post-test, there are significant differences in terms of content and organization among three groups. These significant differences suggest that pre-writing strategy instruction help learners generate richer ideas and organize information logically in a Chinese EFL university context

A STUDY OF THE EFFECTS OF THE PROCESS-ORIENTED APPROACH ON THE EFL WRITING PROFICIENCY OF CHINESE NON-ENGLISH MAJORS

This study was designed to study the effects of the process-oriented approach on the EFL writing proficiency of Chinese non-English majors.In this study,two research designs were employed:the quantitative design and the qualitative design.In the quantitative design,two classes participated in an 8-week experiment.An interview was employed in the qualitative design to find out students' attitude towards process-oriented approach.The result of the study showed that students generally held positive attitudes towards this approach and it was more effective in improving students' EFL writing proficiency and could thus be adjusted to teach writing.