非英语专业大学生英语写作中指导性同伴反馈的研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-02-13编辑:lgg点击率:6157
论文字数:37868论文编号:org201702131958482576语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文指导性同伴反馈非英语专业大学生英语写作活动理论
摘要:本文是英语毕业论文,本文以活动理论为视角,视同伴反馈为二语教学中的一个集体性活动,探究指导性同伴反馈在非英语专业大学生英语写作中的运用。
itive effects. For example, it is stated that peer feedback has been greatly supported as a valuable aid for its social, cognitive, affective and methodological benefits (Mendonca & Jonson, 1994). In view of this, the writer is going to list the value of peer feedback in four aspects. One of the positive effects is that, students are encouraged to exchange their drafts, read them carefully, discuss and then make some comments and suggestions, which promotes interaction and communication a lot. Meanwhile, students can make use of such an opportunity to learn from each other or help each other because they may be good at different aspects. Secondly, when participating in the peer feedback, students are usually divided into groups or pairs. It is they give the feedback and decide whether they adopt the suggestions and it is they who are centered. So they become active participants instead of passive recipients like that in teacher feedback. They are more likely to develop a critical thinking and readers’ awareness and cultivate the ability of autonomous leaning and cooperating. Thirdly, it is said that students may have difficulties in making sense of teacher feedbacks. Teachers sometimes may draw some special signs where students make mistakes or need to think twice while students do not think so. Also, the language in teachers’ comments or suggestions may sound formal and strict even threatening sometimes, which easily makes students feel stress or resistance. However, in peer feedback, students tend to use more informal words and concrete expressions, which is easier to understand. Even if they are confused at that time, peer feedback creates them a relatively relaxing atmosphere to talk about and discuss, to make the questions or disagreements clear. The fourth aspect is also closely related to the latest one. Peer feedback, to some degree, can take students off some pressure and reduce their anxiety, in this way, students may benefit better from peer feedback and improve their writing level.
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Chapter Two Literature Review
There are mainly five parts in this chapter. The first part presents the core concepts involved in this study, including feedback, peer feedback as well as the classifications. Then it is necessary to state the meaningfulness of guided peer feedback. The third part concerns with some significant theories related to this study, which works as the theoretical basis and support. In the fourth part, previous studies on peer feedback and guided peer feedback in writing instruction will be reviewed both abroad and at home. The last part goes to the limitations of previous study and a brief summary of the chapter.
2.1 Core Concepts in the Study
The term “fe
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