《英語寫作反饋信息有效性研究》共8章。第1章為引言，介紹了研究背景、問題、目的、意義和《英語寫作反饋信息有效性研究》結構；第2章為文獻綜述，對反饋的定義、反饋的多元視角、英語寫作反饋類型和作用、教師書面反饋的多元觀點、教師書面反饋的功能加以文獻梳理，並建立一個包括六個參數的文獻綜述框架，從英語為母語的寫作教學語境、二語/外語寫作教學語境和中國英語寫作教學語境中的反饋研究三個方面對相關研究進行了回顧和總結；第3章為理論框架，首先介紹了相關理論，包括社會學習理論、二語習得理論，以及採用跨學科的視角，介紹了牛津大學Graham Gibbs教授提出的為理科學生書面作業提供反饋的原則；其次，基於這些理論為本研究建立了一個理論模型以及反饋信息有效性原則等。
基本介紹
- 書名：英語寫作反饋信息有效性研究
- 作者：王娜
- 出版日期：2014年5月1日
- 語種：英語, 簡體中文
- ISBN：9787040395860
- 外文名：A Study of the Efficiency of Feedback on Student's Writing in English
- 出版社：高等教育出版社
- 頁數：247頁
- 開本：16
內容簡介,圖書目錄,
內容簡介
《英語寫作反饋信息有效性研究》由高等教育出版社出版。
圖書目錄
第一章 引言
1.1 Research background
1.2 Objectives of the research
1.3 Research questions
1.4 Significance of the research
1.5 An overview of chapters
第二章 國內外英語寫作教師反饋信息研究綜述
2.1 Introduction
2.2 Definitions of feedback
2.3 Multi—perspectives on feedback
2.4 Types of feedback in English writing learning
2.5 Roles of feedback in English writing learning
2.6 Multiple views on teacher written feedback
2.7 Previous studies of teacher written feedback
2.7.1 A framework for reviewing feedback studies
2.7.2 Feedback studies in L1 context
2.7.3 Feedback studies in L2/FL context
2.7.4 Feedback studies in the Chinese EFL writing learning context
2.8 Summary
第三章 理論框架
3.1 Introduction
3.2 Relevant theories
3.2.1 Social learning theories
3.2.1.1 Lave & Wenger's Community of Practice theory44
3.2.1.2 Vygotsky's Zone of Proximal Development
3.2.2 SLA theories
3.2.2.1 Selinker's Interlanguage theory
3.2.2.2 Krashen's Input Hypothesis
3.2.2.3 Krashen's Interaction Hypothesis
3.3 A working model for the current research
3.4 Efficiency of feedback
3.5 Summary
第四章 研究設計與方法
4.1 Issues to be addressed
4.2 General introduction to the whole project
4.2.1 Preliminary study
4.2.2 Main study
4.3 Summary
第五章 前期研究
5.1 Methods & procedures
5.2 Data collection
5.2.1 Data source
5.2.2 Data types
5.3 Data analysis
5.3.1 Data sorting
5.3.1.1 Principles & procedures
5.3.1.2 Teacher feedback on students' writing
5.3.1.3 Errors in students' writing
5.3.2 Data analysis
5.3.2.1 Analytical analyses of teacher feedback
5.3.2.2 Error analysis
5.3.2.3 Stabilizations in Chinese EFL learners' writing
5.4 Summary
第六章 主要研究
6.1 Research hypotheses
6.2 Methods & procedures
6.3 Subjects
6.4 Settings
6.5 Data collection
6.5.1 Students' texts
6.5.2 Electronic feedback
6.5.3 Students' revisions
6.5.4 A questionnaire survey
6.5.5 Students' responses to feedback
6.5.6 The writing instructor's evaluation of feedback
6.6 Data analysis
6.6.1 Analyzing the quality of students' texts
6.6.1.1 Analyzing structural organization
6.6.1.2 Analyzing range of vocabulary
6.6.2 Analyzing students' revisions
6.6.3 Analyzing questionnaire data
6.6.4 Analyzing students' responses to feedback
6.6.5 Analyzing the writing instructor's evaluation of feedback
6.7 Summary
第七章 研究結果與分析
7.1 Introduction
7.2 Impacts of the e—feedback
7.2.1 Impacts on students' general writing ability
7.2.1.1 Analysis of structural organization
7.2.1.2 Analysis of diversity of vocabulary
7.2.2 Impacts on students' writing performance
7.2.3 Analysis of students' revisions
7.2.4 Students' responses to feedback
7.2.4.1 Students' attitudinal evaluation of feedback
7.2.4.2 Students' performance evaluation of feedback
7.2.5 The instructor's evaluation of feedback
7.2.6 Summary
7.3 New types of teacher & student relationships
7.3.1 New teacher identity & roles
7.3.2 New student identity & roles
7.4 A suggested model for Chinese EFL writing teachers
7.4.1 Focuses of feedback
7.4.2 Forms of feedback
7.4.3 Functions of feedback
7.5 Summary
第八章 結論與啟迪
8.1 Summary of major findings
8.2 Research products
8.2.1 A corpus of teacher feedback
8.2.2 E—feedback to stabilizations in Chinese EFL learners' writing
8.3 Limitations of the current research
8.4 Implications for Chinese EFL writing instructions
8.5 Conclusion
Bibliography
Acknowledgements
Appendix A： Examples of E—feedback
Appendix B：Questionnaires
Appendix C： Students' Responses to Feedback
1.1 Research background
1.2 Objectives of the research
1.3 Research questions
1.4 Significance of the research
1.5 An overview of chapters
第二章 國內外英語寫作教師反饋信息研究綜述
2.1 Introduction
2.2 Definitions of feedback
2.3 Multi—perspectives on feedback
2.4 Types of feedback in English writing learning
2.5 Roles of feedback in English writing learning
2.6 Multiple views on teacher written feedback
2.7 Previous studies of teacher written feedback
2.7.1 A framework for reviewing feedback studies
2.7.2 Feedback studies in L1 context
2.7.3 Feedback studies in L2/FL context
2.7.4 Feedback studies in the Chinese EFL writing learning context
2.8 Summary
第三章 理論框架
3.1 Introduction
3.2 Relevant theories
3.2.1 Social learning theories
3.2.1.1 Lave & Wenger's Community of Practice theory44
3.2.1.2 Vygotsky's Zone of Proximal Development
3.2.2 SLA theories
3.2.2.1 Selinker's Interlanguage theory
3.2.2.2 Krashen's Input Hypothesis
3.2.2.3 Krashen's Interaction Hypothesis
3.3 A working model for the current research
3.4 Efficiency of feedback
3.5 Summary
第四章 研究設計與方法
4.1 Issues to be addressed
4.2 General introduction to the whole project
4.2.1 Preliminary study
4.2.2 Main study
4.3 Summary
第五章 前期研究
5.1 Methods & procedures
5.2 Data collection
5.2.1 Data source
5.2.2 Data types
5.3 Data analysis
5.3.1 Data sorting
5.3.1.1 Principles & procedures
5.3.1.2 Teacher feedback on students' writing
5.3.1.3 Errors in students' writing
5.3.2 Data analysis
5.3.2.1 Analytical analyses of teacher feedback
5.3.2.2 Error analysis
5.3.2.3 Stabilizations in Chinese EFL learners' writing
5.4 Summary
第六章 主要研究
6.1 Research hypotheses
6.2 Methods & procedures
6.3 Subjects
6.4 Settings
6.5 Data collection
6.5.1 Students' texts
6.5.2 Electronic feedback
6.5.3 Students' revisions
6.5.4 A questionnaire survey
6.5.5 Students' responses to feedback
6.5.6 The writing instructor's evaluation of feedback
6.6 Data analysis
6.6.1 Analyzing the quality of students' texts
6.6.1.1 Analyzing structural organization
6.6.1.2 Analyzing range of vocabulary
6.6.2 Analyzing students' revisions
6.6.3 Analyzing questionnaire data
6.6.4 Analyzing students' responses to feedback
6.6.5 Analyzing the writing instructor's evaluation of feedback
6.7 Summary
第七章 研究結果與分析
7.1 Introduction
7.2 Impacts of the e—feedback
7.2.1 Impacts on students' general writing ability
7.2.1.1 Analysis of structural organization
7.2.1.2 Analysis of diversity of vocabulary
7.2.2 Impacts on students' writing performance
7.2.3 Analysis of students' revisions
7.2.4 Students' responses to feedback
7.2.4.1 Students' attitudinal evaluation of feedback
7.2.4.2 Students' performance evaluation of feedback
7.2.5 The instructor's evaluation of feedback
7.2.6 Summary
7.3 New types of teacher & student relationships
7.3.1 New teacher identity & roles
7.3.2 New student identity & roles
7.4 A suggested model for Chinese EFL writing teachers
7.4.1 Focuses of feedback
7.4.2 Forms of feedback
7.4.3 Functions of feedback
7.5 Summary
第八章 結論與啟迪
8.1 Summary of major findings
8.2 Research products
8.2.1 A corpus of teacher feedback
8.2.2 E—feedback to stabilizations in Chinese EFL learners' writing
8.3 Limitations of the current research
8.4 Implications for Chinese EFL writing instructions
8.5 Conclusion
Bibliography
Acknowledgements
Appendix A： Examples of E—feedback
Appendix B：Questionnaires
Appendix C： Students' Responses to Feedback
