论文部分内容阅读
本文运用问卷、文本分析和访谈等手段研究了国内大学英语教师对学生作文的纠错反馈情况,重点探讨了反馈程度及方式、错误类型、反馈策略、师生对错误反馈的态度及认识。结果发现,教师针对学生作文错误的反馈情况相当普遍,全面纠错和选择纠错的比例大致相当,主要涉及词语和句子结构等错误,常用的策略包括圈出错误并提供正确写法以及就错误进行暗示等。尽管教师希望学生能够自我甄别错误并加以改正,但其反馈方式表明:相对于培养学生自我纠错能力,他们更加关注学生降低重复犯错率。学生们则希望教师进行全面纠错并经常使用错误代码。文本指出,为了更好的纠错效果,教师应使用多种反馈策略,学生应培养自我纠错和相互纠错的能力。
In this paper, we use questionnaires, text analysis and interviews to study the corrections and reflections of college English teachers on students ’essay. We focus on the degree and manner of feedback, the types of errors, feedback strategies, teachers and students’ attitudes toward and errors in feedback. The results showed that teachers’ feedback on student’s composition errors was quite common. The proportion of total error correction and error correction were roughly the same, mainly related to mistakes such as words and sentence structure. Common strategies included circling mistakes, providing correct wording, and making mistakes Hint and so on. Although teachers hope that students can identify and correct their mistakes, their feedback shows that they are more concerned with students’ ability to reduce repeat mistakes than students with self-correction ability. Students want teachers to make full error correction and often use error codes. The text states that teachers should use a variety of feedback strategies for better error correction, and students should develop the ability to self-correct and correct each other.