非英语专业大学生英语写作中指导性同伴反馈的研究
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:6155
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。
Chapter One Introduction
1.1 Background of the Study
English writing, as one of the four basic and required skills, which additionally include listening, speaking, reading, is assuming a large part and an important role in effective language acquisition; on the one hand it is closely related to the development of the three skills, on the other hand, writing is a good display of learners’ abilities in wording, grammar system, logical thinking, and expression and so on. As a result, writing comes to be one of the measurements of English learning and a reflection of comprehensive language competence. Realizing that writing is of great importance for EFL students, a large number of researches have been conducted, concerning the discussions about how to improve students’ writing skills, among which the research on teaching approaches has become and remains to be the hot spot. Several teaching approaches have been put forward, including the product-oriented writing, which is based on behaviorism and views writing as stimulus and response. When teachers give students topic and models, students get the stimulus and imitate, as the response. Then students practice writings about different topics again and again and get reinforced (Jia Aiwu, 1998). As the product-oriented writing approach gets doubted and criticized, the study of writing teaching has transferred from assessing students’ compositions to exploring the writing process in the 1970s (Wang Bing, 2013). Thus, process-oriented approach comes to rise. Since this process approach has been introduced into teaching writing, it has drawn much attention. Process approach mainly states that writing should not be a straight flow but a complicated process in which there are many cyclic stages, such as writing and revising. To improve or revise the writing, writers may need to communicate with teachers or other students, for listening to their opinions, comments or suggestions. As a result, feedback, as an essential part in process approach, has become a significant issue in the field of English education research.
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1.2 Significance and Purpose of the Study
The study on peer feedback in this
thesis is meaningful. Detailed explanation will be presented as follows in terms of its practical significance, theoretical importance as well as the researcher’s confusion in writing teaching. Peer feedback not only increases the interaction and makes the writing class student-centered (Byrd, 2004) but also generates many other pos
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