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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-11-15编辑:vicky点击率:545
论文字数:42363论文编号:org202311101033411238语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文范文硕士论文范文
摘要:本文是一篇初中英语教学论文,本研究对中学教师纠正性反馈提出一些建议:(1) 教师要根据具体学情灵活运用多种纠正性反馈类型,激发学生写作动机;(2) 教师要适当采纳学生对纠正性反馈的意见和建议,使学生能够更积极主动地接收纠正性反馈;(3) 教师要重视纠正性反馈的教学意义和写作功能,关注学生写作动机变化。
For example, explicit corrective feedback present a direct correction from teachers like Figure 4.1 , while implicit corrective feedback indicates that teachers only tend to identify the mistake and further correction will be made by students. As shown in Figure 4.1, some grammar or spelling errors, such as “differences”, “shys”, and “My is...”, were highlighted by the teacher with a red line, and then some corrections were given to the students to make them more aware of grammar points they have not mastered. However, as shown in Figure 4.2, some language errors in students’ compositions were only circled by the teacher without further correction, and such corrective feedback is indirect corrective feedback.
Chapter Five Conclusion
5.1 Major Findings
After the analysis of the collected data and information, the conclusions of the three research hypotheses are gradually revealed. The first question is designed to explore the characteristics of corrective feedback received by junior middle students. The second question focuses on students’ perceptions for corrective feedback. The third question studies the influence of corrective feedback on students’ writing motivation. In this research, both qualitative and quantitative techniques were employed to determine the answers to the aforementioned three questions. Next, some findings about the above research questions will be demonstrated.
First of all, 180 writing materials were collected to address the first research question. Firstly, it is found that the corrective feedback received by students in writing practice is usually implicit. That is, language mistakes in students’ writing are usually identified by teachers, and students are supposed to further correct these mistakes by themselves. It is an efficient feedback strategy for both teachers and students. Because it helps to save time for teachers and allows students to identify grammar points that they have not yet mastered. To some extent, implicit corrective feedback can not only relieve teachers’ burden on teaching, but also leave room for students to review language. Secondly, corrective feedback students received is usually unfocused, or we can say comprehensive, which means that all the mistakes in a composition will be identified by the teacher without omission. It is undoubtedly time-consuming for the teacher, while it saves a lot of self-examination time for the student. Unfocused corrective feedback is the synonym of the English teacher’s carefulness, patience and responsibility. Such types of corrective feedback means that teachers have to carefully mark all the mistakes in a student’s composition, which can be extremely demanding. For some teachers with a lot of teaching tasks, correcting mistakes comprehensively is a heavy workload, which may make it difficult for these teachers to take time off to improve the classroom teaching. Finally, the corrective feedback students receive is本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。