|
Statement of Authorship Exceptwhere reference is made in the text of the thesis, this thesis contains nomaterial published elsewhere or extracted in whole or part from a thesispresented by me for another degree or diploma.
copyright paper51.com 内容来自www.paper51.comNoother person’s work has been used without due acknowledgement in the main textof the thesis. paper51.com copyright paper51.comThisthesis has not been submitted for the award of any other degree or diploma inany tertiary institution.
paper51.com http://www.paper51.com
内容来自论文无忧网 www.paper51.com paper51.com Signature:
内容来自www.paper51.com paper51.com
http://www.paper51.com Date: http://www.paper51.com copyright paper51.com 内容来自论文无忧网 www.paper51.com
paper51.com paper51.com http://www.paper51.com 内容来自www.paper51.com paper51.com 内容来自论文无忧网 www.paper51.com
copyright paper51.com
copyright paper51.com
paper51.com 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com
paper51.com http://www.paper51.com http://www.paper51.com http://www.paper51.com http://www.paper51.com 内容来自www.paper51.com Acknowledgements
paper51.com paper51.com My special andheartfelt gratitude first goes to my respectable supervisor, Prof. ZhangLiqiong, whose illuminating instructions, invaluable suggestion and constantencouragement have been with the whole process of writing the thesis. Hersignificant comments has made me more confident and inspired me to do better. http://www.paper51.com 内容来自www.paper51.com My sincere thanks should also go to Prof. Li Yingdong and associate Prof. Liu Yun, my thesis writing course teachers. To them I owe not only thepresent paper but also what I have learned from them. I would also like toexpress my thanks to all the other professors who have instructed me during myundergraduate study in the School of Foreign Languages.Also, I owe my thanks to all the students who participated in the research andall my roommates’ presenting help and concern. paper51.com paper51.comLastly, I thank my family fortheir support during every step of my study. Without them, it is impossible forme to complete this thesis. 内容来自论文无忧网 www.paper51.com copyright paper51.com 内容来自www.paper51.com
copyright paper51.com
copyright paper51.com
内容来自论文无忧网 www.paper51.com
copyright paper51.com paper51.com
内容来自论文无忧网 www.paper51.com
内容来自论文无忧网 www.paper51.com paper51.com copyright paper51.com
copyright paper51.com http://www.paper51.com
内容来自www.paper51.com
内容来自论文无忧网 www.paper51.com Abstract 内容来自www.paper51.com http://www.paper51.com内容来自论文无忧网 www.paper51.com Affective factors are theimportant factors in language learning. The influence that affective factorsbring about has been universally studied and achieved. This paper concerns onhow teacher’s feedback influence on students’ writing affection and probe therelationship between teacher’s feedback and students’ writing performance. Thestudy is supported by several important theories of education, such asaffective factors and theories of teacher’s feedback. Based on the literaturereview, an experiment is designed for Junior 2 students in Yuxi No.6 MiddleSchool to discover the influence that teacher’s feedback impact on students. copyright paper51.com http://www.paper51.com内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com Key words: affective factors; teacher’s feedback; writing 内容来自论文无忧网 www.paper51.com
paper51.com
内容来自论文无忧网 www.paper51.com paper51.com
http://www.paper51.com
copyright paper51.com 内容来自www.paper51.com http://www.paper51.com
http://www.paper51.com
http://www.paper51.com http://www.paper51.com
内容来自论文无忧网 www.paper51.com http://www.paper51.com
http://www.paper51.com paper51.com
copyright paper51.com
copyright paper51.com
paper51.com
内容来自www.paper51.com 摘 要
内容来自论文无忧网 www.paper51.com copyright paper51.com
copyright paper51.com 语言情感因素是语言学习的重要组成部分。情感因素对语言学习的影响已经被广泛的研究并取得了成果。本文主要研究教师的作文评语对学生的情感及其写作技能的影响,并初步调查了教师反馈与学生写作情感因素的联系。本文的理论支撑包括情感理论和教师反馈理论。在以上理论指导下，对某某六中初二（7）班学生进行了调查,旨在发现教师的反馈对于学生写作情感因素的影响。 http://www.paper51.com 内容来自www.paper51.com
内容来自www.paper51.com 内容来自www.paper51.com 关键词：情感因素；教师反馈；写作 copyright paper51.com copyright paper51.com
内容来自论文无忧网 www.paper51.com
copyright paper51.com paper51.com
内容来自论文无忧网 www.paper51.com http://www.paper51.com copyright paper51.com paper51.com copyright paper51.com
内容来自论文无忧网 www.paper51.com http://www.paper51.com paper51.com 内容来自www.paper51.com
http://www.paper51.com
内容来自论文无忧网 www.paper51.com
内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com
paper51.com
内容来自论文无忧网 www.paper51.com copyright paper51.com
paper51.com copyright paper51.com paper51.com Contents
http://www.paper51.com http://www.paper51.com Statement of Authorship………………………………………………………………… paper51.com i http://www.paper51.com Acknowledgements............................................................................................................. paper51.com ii http://www.paper51.com Abstract…………………………………………………………………………………... copyright paper51.com iii paper51.com 摘 要…………………………………………………………………………………… http://www.paper51.com iv 内容来自www.paper51.com 1. Introduction…………………………………………………………………………… 内容来自论文无忧网 www.paper51.com 1 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com 1.1 The Background of the Study………………………………………………………. paper51.com 1 copyright paper51.com copyright paper51.com 1.2 The Significance of the Study……………………………………………………… copyright paper51.com 1
内容来自论文无忧网 www.paper51.com paper51.com 1.3 The Scope of the Study…………………………………………………………….. 内容来自论文无忧网 www.paper51.com 2
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com 1.4 The Research Questions……………………………………………………………. paper51.com 2
copyright paper51.com http://www.paper51.com 2. Literature Review……………………………………………………………………... http://www.paper51.com 3 copyright paper51.com http://www.paper51.com2.1 Related Theory……………………………………………………………………... copyright paper51.com 3
http://www.paper51.com copyright paper51.com 2.2 Related Study………………………………………………………………………. 内容来自论文无忧网 www.paper51.com 7
http://www.paper51.com copyright paper51.com3. Research Design………………………………………………………………………. copyright paper51.com 8
copyright paper51.com paper51.com 3.1 Purpose……………………………………………………………………………... paper51.com 8 内容来自www.paper51.com copyright paper51.com 3.2 Design and Subjects………………………………………………………………... 内容来自www.paper51.com 8 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 3.3 Instrument………………………………………………………………………….. copyright paper51.com 9
paper51.com copyright paper51.com 4. The Analysis of Data………………………………………………………………….. http://www.paper51.com 9 copyright paper51.com paper51.com4.1 The Findings of Questionnaire…………………………………………………….. 内容来自论文无忧网 www.paper51.com 9
内容来自论文无忧网 www.paper51.com http://www.paper51.com 4.2 Summary of the Findings…………………………………………………………... paper51.com 14 copyright paper51.com 内容来自www.paper51.com 5. Conclusion……………………………………………………………………………... 内容来自www.paper51.com 14
copyright paper51.com 内容来自www.paper51.com 5.1 Summary…………………………………………………………………………… http://www.paper51.com 14 内容来自www.paper51.com 内容来自www.paper51.com5.2 Implications………………………………………………………………………… paper51.com 16 copyright paper51.com paper51.com References………………………………………………………………………………...
http://www.paper51.com copyright paper51.com 17 paper51.com http://www.paper51.comAppendices………………………………………………………………………………..
内容来自论文无忧网 www.paper51.com http://www.paper51.com 18
copyright paper51.com 内容来自论文无忧网 www.paper51.com http://www.paper51.com 1. Introduction内容来自论文无忧网 www.paper51.com Teaching English is always a difficulty in junior high school teaching.Teacher’s feedback for student’scomposition is an important step in teaching writing. As one of the important waysfor teacher’s feedback, comments playa virtual role for students’ writing. The problems that junior high school teacher should consider involve in not only how to makecomments more valid but also how to maximally enhance student’swriting motivation.
http://www.paper51.com paper51.com 1.1 The Background of the Study
内容来自论文无忧网 www.paper51.com Second language writing is a complex and deepinner activity. Many factors can influence on this activity. With the development ofstudent’s affect, affectivefactors have been applied into writing activity. The important rolesof affection in second language writing havebeen recognized. Theinfluence of affective factors on second language writing isnot only on second language acquisition but also on others language skills suchas listening, speaking, reading, and writing in target language. For mostjunior students, writing in target language is difficult and is really a hardtask to be carried out. The main reason is that writing in target language is anactivity that a student not only synthetically applies language knowledge butalso expresses his idea with proper target language. http://www.paper51.com copyright paper51.com 1.2 The Significance of the Study
内容来自www.paper51.com English writing is essential for Chinesejunior students. Most students cannot express their ideas fluently with targetlanguage. The organization of words and expressions of thoughts cannot becompared with the level they are on. Some teachers have used all kinds ofmethods to help students, but the result is not satisfied. The most importantissue is how to teach students write a “good” composition in English language. However,in the process of teaching writing, students’ individual is ignored byteachers. Teacher’sfeedback on students’ composition is determined by a so-called standard. Alsoteachers often make an evaluation to exert on students learning process. Mostof them are concerned with classroom activities, especially students’performance in classroom. Some is centered on reading or listening process,there are a few teachers making proper comments, especially specific commentson affect of students’ English writing, this paper is aimed to probe affect ofteacher’s comments on students’ English writing. 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 1.3 The Scope of the Study内容来自www.paper51.com This research is designed to investigate what kind of teacher’s comments the English teachers in Yuxi No.6 Middle Schooluse when they teach English writing and what kind of teacher’s comments the students desire to receive.
copyright paper51.com paper51.com Of course, this study cannot cover all the studies in this area,but focus on teacher’s comments.
copyright paper51.com 内容来自www.paper51.com 1.4 The Research Questions内容来自www.paper51.com Based on thetheories of education and literature review, the study will discussthe following questions:
内容来自www.paper51.com 内容来自www.paper51.com 1). Whether teacher’sfeedback on students’ writing can influence their affect? This paper is to probethe relationship between teacher’s feedback and their writing performance.
内容来自www.paper51.com 内容来自www.paper51.com2). What kind of teacher’s feedback can improve theirself-confidence and writing performance in writing? copyright paper51.com http://www.paper51.com 2. Literature Reviewpaper51.com 2.1 Related Theory
copyright paper51.com Humanistic Approach emphasizes the importanceof the inner world of the learners and places the individuals’ thoughts,feelings and emotions at the forefront of all human development (William and Burden,1997: 30). This approach is really influenced by humanism. The followingwill introduce Roger’s views. Roger’s views focuses on learning process. Hepremises that human being has a natural potential for learning but the real learningwill only start when the subject matter is perceived to be of personalrelevance to the learner and when it needs participation. According to Rogerthe learning should be “self-initiated” and it should take place in a positiveatmosphere. That is to say, teachers should see their students’ specific needsto be met and try to express their warmth and empathy towards the learner in orderto establish a relationship of trust and an inner comfortable world forstudents to learn in. paper51.com http://www.paper51.com(1) Anxiety copyright paper51.com http://www.paper51.com Anxiety is defined as “a state of apprehension, a vague,frustration, self-doubt that is associated with negative feelings” (Scovel,1978:134). It is said that anxiety is a state of emotion that one experiencedwhen he/she perceives a potential threat. It is connected with several negativefeelings, such as frustration, uneasiness, apprehension and tension. Theanxiety of students’ second language learning is resulted from three causes.That is to say, the state of anxiety is due to some embarrass experience andattitude that people toward him/her. Firstly, individual student’s fear in learningmay be the source. Secondly, it is the test in class and fear of negative evaluation.This is the universal reason among junior high school students. Thirdly, themethodology can lead to more anxiety. Generally, the anxiety is related to thelearning process. As they are afraid of making mistakes when they are learningsecond language, this kind of anxiety may influence the result of learning, especiallyfor reading and writing etc. A lot of studies on anxiety show that anxiety hasa big influence to second language learners. Negative effect on students insecond language learning is widely accepted.
内容来自www.paper51.com http://www.paper51.com Forexample, in the process of writing, students fear making mistakes again andpeople laughing at them. The feelings of fear and nervousness are intimatelyconnected to the cognitive side of anxiety. Different teaching methods producedifferent levels of anxiety on learners. When anxiety is present in thewriting, there is a negative effect. Anxiety makes students nervous and afraid.Since the sources of anxiety in second language learning are individualstudents’ fear of negative evaluation and their self-perceived writing ability,they are sensitive to such assessments that contribute to poor performance. 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.comTosum up, anxiety is unavoidable in second language and learning.
内容来自论文无忧网 www.paper51.com paper51.com (2) Self-esteem http://www.paper51.com 内容来自论文无忧网 www.paper51.comSelf-esteem is defined as “by self-esteem, we refer to theevaluation which the individual makes and customarily maintains to himself. Itexpresses an attitude of approval or disapproval, and indicates the esteem, towhich an individual believes himself to be capable, significant, successful andworthy. In short, self-esteem is a personal judgment of worthiness that isexpressed in the attitudes that the individual holds towards himself. It is asubjective experience with the individual” (Brown, H. D. 1987:101-102). According to Brown, people drive their emotions of self-esteemfrom their own experience and their sociality from the external world. Manyresearchers point that no successful cognitive or affective activity can becarried out without some degree of self-esteem knowledge of oneself and beliefin one’s own capabilities (Brown, H. D. 1994:153). Self-esteem is importantbecause learning a language is a process that is influenced by emotions. Forexample, if teacher’s evaluation is positive to astudent’s performance, his self-esteem will be enhanced. Therefore he has theadvantage of without feeling rejection and is likely to put himself in learningsituation. Otherwise if the teacher’s evaluation is negative to a student’sperformance, his self-esteem may not be enhanced or even damaged. This maycause a vicious result. The student with low self-esteem doubts if he canperform well in a certain activity. So he tries to avoid it or he is reluctantto practice in the activity. Even he does not respond actively. http://www.paper51.com 内容来自www.paper51.com (3) Motivation paper51.com 内容来自www.paper51.com“Generallyspeaking, learning motivation refers to a person’s requirement and pursuit,which is usually shown as the thirst for knowledge, curiosity for things, keeninterest in learning and hoping to be the talented people who are of highcultural breeding and technology” (Yuan Shipu, 1998:300). “Second languageacquisition theory leaves no doubt the importance of further affective variablemotivation, which is actually a cluster of factors that energize behavior andits direction” (Hilgard, Atkinson and Atkinson, 1979:282). In second languagelearning, motivation can be understood as a more technical term. Motivationrefers to the choices that people make as to what goals they will approach, andthe degree of effort that they will exert their goals (Keller, 1983). From thelatter definition, we can find that efforts and goals are the essential partsof motivation. Here, effort in second language learning is in thefirst place. But only with it, learning can not be considered with strongmotivation. According to Gardner(1985:10), compulsiveness, desire to please a teacher or parent, good study habits,social pressures, examination or external rewards make up a cluster ofpotential components of effort and these potential components can not becompared with strong motivation. Desiring to achieve a goal and attitudes alsocannot be separated from effort. Only when these three elements combinetogether, can we say that a person does have a strong motivation to learn. Whentranslated into motives, people's needs, interests, hobbies, and values allhave the function of driving force for an activity (Li Zheng, Yao Benxian,2001:50). copyright paper51.com copyright paper51.com(4) Teacher’s Feedback
内容来自www.paper51.com 内容来自www.paper51.com Inthe range of teaching and learning, feedback is defined as “comments orinformation that learners receive on the process of a learning task, eitherfrom the teacher or from other learners” (Richards et al., 1998). It isbelieved that the purpose and the source of the feedback are very important. Anotherdefinition showed by Keh (1990:294) says that the feedback is “…input from areader to a writer with the effect of providing information to the writer forrevision.” The information providers may give the feedback in the form ofwritten comments or oral suggestion. Nowadays, researchers often narrow the “feedback”to the teacher’s feedback. That is to say, teachers transfer the evaluationabout students’ response from the teacher to the student. In this thesis,teacher’s feedback refers to one specific teacher’s comment on students’composition. According to Berliner (1985:147), teacher’s feedback should: 1)relate performance to standard, 2) indicate progress, 3) indicate correctiveaction, 4) be given frequently, 5) be given immediately, 6) be specific,descriptive, 7) focus on errors. Teacher’s feedback is very important to students’writing. According to Berliner (1985:147), some researchers point out thatresponse is helpful and inspiring for students’ learning. It helps studentsestablish good state of emotion. http://www.paper51.com http://www.paper51.com 2.2 Related Study
内容来自论文无忧网 www.paper51.com In this area, domestic and foreign scholars have carried out thecorresponding studies and drawn some relevant conclusion. Wang Shihong (2007)points out that in the teaching of writing, teachers should more frequentlygive positive feedback, using the positive language to stimulate students tobuild their enthusiasm for writing. Even for the relatively poor writing,teachers should see the progress made by students and shall give appropriate recognition.Wang Chuming (2001) points out that positive feedback provides students thelarger amount of information than negative feedback, which can enhance thestudents’ enthusiasm, and develop students’ high self-confidence. In theevaluation process of composition, teachers should be good at discovering theadvantage of students’ composition, such as the precise language, brilliantsentence, and ideological highlights in a composition. Teachers should givepraise and encouragement with courageous and constructive comments. In thisway, not only students’ self-confidence is protected, but also theirenterprising spirit is stimulated, which enhance their motivation of learningand applying language. Of course, comments cannot cover up students’ errors,explaining all students’ shortcoming and mistakes.
内容来自论文无忧网 www.paper51.com paper51.comIn teaching methodology, Sun Yuanchun (2005) points out that Chineseteachers, especially those working in elementary and middle schools did somework to find how to make the teaching material interesting, how to arrange moreactivities to keep students engaged, how to stimulate students’ interest orhelp them to build high self-esteem. But these kinds of reports cannot beconsidered as systematic ones.
http://www.paper51.com http://www.paper51.comRecently, researchers have been expanding the concept of the second languagelearning motivation beyond the original Gardnermodel by including more element of psychology. Intrinsic and extrinsic motivationsare also a kind of categorizing of motivation. Intrinsic motivation is driven byone’s own activity and self-determined learning. An extrinsic motivation isdepending on external incentives. In self-esteem, there are not many researchesin second language learning. The well-known one is Heyde’s (1979) work, whichidentified self-esteem as general self-esteem, specific self-esteem andtask-related self-esteem. copyright paper51.com http://www.paper51.com 3. Research Design
copyright paper51.com 3.1 Purpose
paper51.com Based on the research literature and guided by the affective theories,the experiment is aimed to find out the performance in English writing andwhich kind of teacher’s comments on students’ writing is welcomed andeffective. 内容来自论文无忧网 www.paper51.com paper51.com 3.2 Design and Subjects内容来自www.paper51.com Two questionnaires (questionnaire for teachers andquestionnaire for students) have been used in this study. The questionnaire forteachers is used to collect data to answer what kind of comments is used inYuxi No.6 Middle School. Questionnaire for students is also used to discoverwhat kind of teacher’s comments on students writing is welcomed. Thequestionnaire for teachers consisted of five questions. Their answers mightdepend on teachers’ own situations. All of 10 English teachers were included.The questionnaire for students consisted of five questions. All of 54 studentsof class 7 were included. 内容来自论文无忧网 www.paper51.com http://www.paper51.comThe questionnaires weredistributed to 54 students during class time. They were told that the answerthey provided had nothing to do with terminal examination marks. They wereallowed as much time as was necessary to complete the questionnaires. A totalof 54 questionnaires distributed were all returned.
内容来自论文无忧网 www.paper51.com copyright paper51.com 3.3 Instrument
内容来自www.paper51.com Whenteachers finished the survey papers, the answers to the questionnaire werecollected and scored. The data were counted and worked out with the help of thecomputer. All the tables were done and statistics were obtained by means ofMicrosoft Excel. http://www.paper51.com Tables, percentages were used to analyze the data and explainwhat kind of comments was used and what kind of comments was welcomed bystudents. 内容来自www.paper51.com 内容来自www.paper51.com 4. The Analysis of Data
内容来自www.paper51.com 4. 1 TheFindings of Questionnaire内容来自www.paper51.com Table 1 teachers’ and students’attitudes toward comments 内容来自www.paper51.com paper51.comcopyright paper51.com The reason for giving comments copyright paper51.com 内容来自www.paper51.com The reason for receiving comments for students paper51.com http://www.paper51.com Giving comments make students understand teacher’s idea
copyright paper51.com http://www.paper51.com 50% paper51.com 内容来自www.paper51.com77.8% http://www.paper51.com copyright paper51.com Giving comments make students feel intentioned 内容来自论文无忧网 www.paper51.com paper51.com 40% 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com内容来自论文无忧网 www.paper51.com 13%
copyright paper51.com copyright paper51.comUrging teachers to evaluate composition
内容来自www.paper51.com 内容来自www.paper51.com60% 内容来自www.paper51.com http://www.paper51.com20.3%
内容来自论文无忧网 www.paper51.com paper51.com
内容来自论文无忧网 www.paper51.com Table 2 the contents of comments
内容来自www.paper51.com 内容来自www.paper51.com The contents of
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com comments http://www.paper51.com http://www.paper51.comTeachers’ reflection paper51.com 内容来自www.paper51.com Students’ reflection
copyright paper51.com 内容来自www.paper51.comThe types of comments paper51.com 内容来自论文无忧网 www.paper51.comTeachers’ reflection 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.comStudents’ reflection
内容来自论文无忧网 www.paper51.com http://www.paper51.comGrammar and vocabularies http://www.paper51.com 内容来自www.paper51.com 50% copyright paper51.com http://www.paper51.com 35%
copyright paper51.com paper51.com Criticism-comments paper51.com http://www.paper51.com 0% copyright paper51.com http://www.paper51.com 11% copyright paper51.com http://www.paper51.com Writing skills
copyright paper51.com copyright paper51.com 40%
copyright paper51.com paper51.com 33.3%
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.comPraise- comments
内容来自论文无忧网 www.paper51.com copyright paper51.com70% 内容来自www.paper51.com copyright paper51.com 13%
paper51.com 内容来自论文无忧网 www.paper51.com Context organization
copyright paper51.com http://www.paper51.com 50% http://www.paper51.com http://www.paper51.com 38.9 %
paper51.com 内容来自www.paper51.com Guidance- comments
paper51.com http://www.paper51.com 80% paper51.com 内容来自论文无忧网 www.paper51.com80%
http://www.paper51.com http://www.paper51.comContext contents http://www.paper51.com http://www.paper51.com30% copyright paper51.com copyright paper51.com 14.8% 内容来自www.paper51.com http://www.paper51.com Appointment- comments copyright paper51.com 内容来自论文无忧网 www.paper51.com 0% http://www.paper51.com copyright paper51.com1.9%
http://www.paper51.com copyright paper51.com Critical comments
内容来自www.paper51.com 内容来自www.paper51.com 0%
paper51.com http://www.paper51.com 14.8% http://www.paper51.com paper51.comDiscussion- comments http://www.paper51.com 内容来自www.paper51.com50% 内容来自论文无忧网 www.paper51.com copyright paper51.com18.5% copyright paper51.com 内容来自论文无忧网 www.paper51.comPrice and courageous comments
内容来自www.paper51.com paper51.com80% http://www.paper51.com http://www.paper51.com20.3%
内容来自www.paper51.com 内容来自www.paper51.com copyright paper51.com paper51.com
http://www.paper51.com
内容来自www.paper51.com Table 3 influence of teachers’ comments on students’confidence 内容来自论文无忧网 www.paper51.com http://www.paper51.comWhether teacher’s positive comments is helpful to students’ confidence
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com Teachers’ idea
内容来自论文无忧网 www.paper51.com copyright paper51.com Students’ idea
内容来自www.paper51.com copyright paper51.com Yes
copyright paper51.com 内容来自论文无忧网 www.paper51.com 100%
copyright paper51.com 内容来自论文无忧网 www.paper51.com 68.5% paper51.com http://www.paper51.comNo
内容来自www.paper51.com http://www.paper51.com0% copyright paper51.com http://www.paper51.com 3.7%
内容来自www.paper51.com http://www.paper51.com Not sure
copyright paper51.com http://www.paper51.com 0% 内容来自论文无忧网 www.paper51.com http://www.paper51.com27.8% http://www.paper51.com 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com Table 4 types of teacher’s comments
paper51.com 内容来自www.paper51.comTypes of teacher’s comments
http://www.paper51.com http://www.paper51.comPercentage of acceptance of students 内容来自论文无忧网 www.paper51.com paper51.coma. Sign date only
http://www.paper51.com http://www.paper51.com 0%
copyright paper51.com 内容来自论文无忧网 www.paper51.com b. Mark only
内容来自www.paper51.com copyright paper51.com 9.3%
paper51.com copyright paper51.com c. Correct words http://www.paper51.com paper51.com 22.2% 内容来自www.paper51.com 内容来自www.paper51.com d. Correct structure http://www.paper51.com 内容来自论文无忧网 www.paper51.com22.2% copyright paper51.com http://www.paper51.come. Correct grammar
copyright paper51.com copyright paper51.com33.3% copyright paper51.com copyright paper51.comf. General comments such as “good” or “not” 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com20.3%
内容来自www.paper51.com 内容来自www.paper51.com g. Correct all kinds of mistakes
http://www.paper51.com 内容来自论文无忧网 www.paper51.com68.5% 内容来自论文无忧网 www.paper51.com paper51.com h. Point out good aspect only
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 37%
http://www.paper51.com http://www.paper51.com i. Positive comments with affective factors copyright paper51.com 内容来自论文无忧网 www.paper51.com 64.8%
copyright paper51.com paper51.com j. Type 8 and 9
内容来自论文无忧网 www.paper51.com paper51.com 68.5%
http://www.paper51.com paper51.com From the Table 1, 2, 3, on the content of comments, we find the responsethat the teachers reflect is consistent with students. But interestingly, 70%of teachers show that their comments mainly focus on praiseful words, but only20.3% of students think so. Teacher themselves think that they give many wordsabout praise but students don’t think so; just only one fifth students show thatthey are praised. On the other hand, Teachers show they hardly give criticalcomments in students’ composition, but 14.8% of students show they are oftengiven negative evaluation, that is critical comments. Teachers’ unconsciouscomments may deeply impress students. Some other teachers show their commentsmainly concern on some writing problem, while students show they often receivecomments about handwriting and whole existing quality problem. http://www.paper51.com paper51.com On the tone of comments, nearly every teacher gives comments by differenttone according to different situation. They hardly give negative comments orstand highly by their authority power to command orders and accuse students. 80%of students like guidance-comments and 18.5% of students likediscussion-comments; 13% of students like praise-comments; 11% of students likecriticism-comments; 1.9% of students like appointment-comments. The mostpopular kind of comments is guidance-comments. For overwhelming students, theteacher is the absolutely authority. They all trust suggestion and ideas givenby their teachers on their composition. This is just right one of the reasonswhy the guidance-comments become the most popular kind of comments to students.Some of the students expect discussion-comments with guidance-comments andpraise-comments with criticism-comments. Students not only expect approvalcomments, but also expect that the teacher is strict to them. To my surprise,there are 12.9% of students like criticism-comments, as well as appointment-comments.All of the investigated teachers believe that it is helpful for students tobuild up solid confidence.
http://www.paper51.com 内容来自www.paper51.com From the Table 4, we find nearly all students like the comments which canclarify where they write well or not; how to improve their English writing,which is encouraging and help them to build up their self-esteem or reducetheir writing anxiety. The comments that are too general or even only convey amessage that the teacher plays no attention or does not care will not bewelcome to students. To most students, they desire to receive more teachers’suggestion about how to improve English writing. They have strong dislikefeeling about general or too vigorous comments like signing a date or a score. Fromthis table, we can do some research why they choose “like” or “dislike”:
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.comIn the table, we can see these types of teacher’s comments such as a),b), f) and h) are at the lower frequency, with which students show theirdislike. The reason is mainly as following: 1) it depressed me; 2) itfrustrated me; 3) it is useless; 4) I did not know how to improve. These typesof teacher’s comments such as c), d), e), g), i) are at the higher frequency,with which students show their like. The reasons are due to students’ affective factors: 1) my view is understood bythe teacher; 2) it brings a sense of personal achievement; 3) it helps me touse the word more properly; 4) it help me express my thought; 5) it helps mewith organization of my composition; 6) it gives a clear idea on which is goodor not; 7) it gives me more confidence; 8) it encourages me a lot. Thisstatistic also can prove the result that the constructive and affectivecomments are more welcomed than the general or vigorous ones. copyright paper51.com 内容来自www.paper51.com 4.2 Summary of Findings内容来自论文无忧网 www.paper51.com From above experiments and analysis, we find teacher’s comments willinfluence students in some extent. Different students will react to thecomments in different ways. To most students, they are eager to build up solidconfidence and clear motivation. Therefore, they are easily affected. Thepositive comments will help them the most. To minority students who get thelowest marks, they need to build up their self-esteem and gain more confidence.These two points are very important for them to improve their writing skill. Therefore,teacher’s comments can play an important role because this is the effective waythat teacher’s concern about the students can be passed to the students. Theexperiment also reveals that the comments that are too general or even onlyconvey a message that the teacher plays no attention or does not care enoughwill decrease their self-esteem and increase their anxiety in learning. Theysometimes think that kind of comments will destroy their self-esteem and theyhave no desire to improve their writing skill. Students are sensitive to theircomments, which can inspire them or destroy their self-esteem or help them.American psychologist James says, “the deepest nature of human being isdesiring to be appreciated.” Students desire their composition to be intentionedand respected. Students desire teachers to give positive feedback maximally. paper51.com copyright paper51.com
paper51.com 5. Conclusion
paper51.com paper51.com 5.1 Summary内容来自论文无忧网 www.paper51.com This paper mainly focuses on the relationship between the teacher’sfeedback especially written comments on students’ compositions and theaffective factors such as anxiety, motivation and self-esteem connected toteachers’ comments. Based on several theories and an experiment, we can draw aconclusion that teachers’ comments will affect students’ writing affectivefactors. They are seen as following:
paper51.com 内容来自www.paper51.com First, the learners’ motivation changelittle during some periods, and it is difficult to be changed in a short time. Evennow students have strong motivation, but students in the process of learning ina school have the instrumental motivation.
copyright paper51.com http://www.paper51.com Second, the anxiety is unavoidable tomost students. It cannot be eliminated. Students always have all kinds of Englishtest in school, but the level of their state of anxiety cannot even be reduced.Influence of teachers’ comments is not obvious to students. The main reason is thatwriting in English demands students well mastering of writing knowledge andother knowledge on language and culture. For foreign language speaker, it ishard to write in target language. paper51.com http://www.paper51.comThird, the self-esteem of affectivefactor is not very easily affected by teacher’s comments, but for poorstudents, it is easily affected. So teachers should pay more attention and encouragethese students. From theories and experiment we find teacher’s feedback play animportant role for students to develop writing confidence in a short period oftime. The positive comments are popular in most students.
copyright paper51.com http://www.paper51.comStudents’ writing skill can beaffected by many factors not only inner factors but also outside factors. Thisthesis only concerns on the three inner affective factors of students’ writingactivity and their relationship with teacher’s feedback. Maybe there are otherfactors can play roles or other kinds of comments such as peer feedback andface –to –face comments can also do.
内容来自论文无忧网 www.paper51.com copyright paper51.com 5.2 Implicationscopyright paper51.com From above conclusion, we can see these findings can profoundly apply toour English teaching. It forces us to pay attention to the influence ofteachers’ comments and to apply comments on method of English teaching. Teachersshould pay more attention to comments. Teacher’s comments could include macro evaluationand improving direction. We can discover that students expect much fromteachers’ comments, but the frequency of writing comments and the contents ofcomments cannot meet the students’ needs. In order to encourage the students’confidence of writing performance and stimulate their writing interesting,teachers should give more encouragement and positive evaluation. Meanwhile,teachers could point out existing problems and give constructive opinions andsuggestion. If possible, teachers could point out correct way or at leastteachers speak out the apprehension to the composition. If students canrecognize the pain working of the teacher, they will even value the evaluationof teacher’s and make a response with positive attitude. Furthermore, for introversive,shy students, teacher’s comments are very helpful to make communication witheach other, as well as to teach them the right way to do English writing.
内容来自论文无忧网 www.paper51.com http://www.paper51.com 内容来自www.paper51.com
内容来自www.paper51.com 内容来自www.paper51.com copyright paper51.com References http://www.paper51.com 内容来自论文无忧网 www.paper51.com Berliner, D. 1985. TheExecutive Function of Teaching [M]. AmericaLexington, MA: Lexington Books.
内容来自论文无忧网 www.paper51.com copyright paper51.comBrown, H. D. Principlesof Learning and Teaching [M]. New Jersey:Prentice Hall Regents, EnglewoodCliffs, 1987: 101-102; 1994:153. 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.comGardner, R. C. 1985. SocialPsychology and Second Language Learning: The Role of Attitudes and Motivation[M]. London:Edward Arnold. 内容来自www.paper51.com 内容来自www.paper51.com Heyde, A. 1997. TheRelationship between Self-esteem and the Oral Production of a Second Language[M]. Unpublished Doctoral Dissertation, Ann Arbor:University of Michigan.
copyright paper51.com paper51.comHilgard,E., R.L. Atkinson and R.C. Atkinson. 1979. Introduction to Psychology. 7thed. New York:Harcourt Brace Jovanovich. 内容来自论文无忧网 www.paper51.com copyright paper51.com Keh, C. L. 1990. Feedbackin the Writing Process: A Model and Method for Implementation [J]. ELTJournal 4: 294-304. paper51.com http://www.paper51.comKeller, J. 1984. Instructional—DesignTheories and Models: an Overview of Their Current Status [M]. Mahwah, NJ: Lawrence Erlbaum. 内容来自www.paper51.com 内容来自www.paper51.comRichards, C. J. et al.,eds. 2000. Longman Dictionary of Language Teaching and Applied Linguistics.Beijing:Foreign Language Teaching and Research Press. copyright paper51.com paper51.com 李铮、 姚本先，2001, 《心理学新论》[M]。 北京：高等教育出版社。
http://www.paper51.com http://www.paper51.com 孙元春，2005，《写作中教师反馈对学生情感因素的影响》。哈尔滨工程大学硕士学位论文。 http://www.paper51.com 内容来自论文无忧网 www.paper51.com 王初明，2001，以写促学，《外语教学与研究》，第3期207-212页。
内容来自论文无忧网 www.paper51.com paper51.com 王士红，2007， 谈大学英语作文评语的导向功能，《淮阴师范学院学报》，第2期267-269页。
http://www.paper51.com paper51.com 袁士朴、齐德峰，1998，《英语教育学》 [M]。北京：北京教育科学出版社。 内容来自论文无忧网 www.paper51.com http://www.paper51.comAppendices http://www.paper51.com http://www.paper51.comAppendix1: paper51.com copyright paper51.com A Survey of Teacher’s Comments in Yuxi No.6 Middle School http://www.paper51.com 内容来自论文无忧网 www.paper51.com Instruction: The purpose of this survey isto collect information about the kind of comments in Yuxi No.6 Middle School. copyright paper51.com 内容来自www.paper51.comPlease make a choice on the items that is suited for you.
http://www.paper51.com http://www.paper51.com1. 您是否对学生的作文写出具体评语呢?( )
内容来自www.paper51.com 内容来自www.paper51.com A. 是 B. 否 C. 有时
copyright paper51.com copyright paper51.com 2. 如果您给学生的作文写出评语，主要原因是( ) 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com A. 评语可以让老师明白老师的想法 copyright paper51.com paper51.com B. 评语可以让学生觉得自己的作文受到了重视 copyright paper51.com 内容来自www.paper51.comC. 评语可以使自己更认真地批改 copyright paper51.com paper51.com D. 其他
内容来自论文无忧网 www.paper51.com paper51.com 3. 您的评语类型通常是( ) 内容来自www.paper51.com 内容来自www.paper51.com A. 批评式 B. 表扬式 C. 指点式 D. 命令式 E. 商讨式 F. 其他 paper51.com copyright paper51.com4. 您的评语的主要内容是（ ）
copyright paper51.com http://www.paper51.comA. 语法和词汇 B. 写作技巧 C. 语篇组织 D. 语篇内容 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com E. 批评的话 F. 表扬或鼓励的话 G. 其他 内容来自论文无忧网 www.paper51.com copyright paper51.com5. 您认为教师多肯定作文中的优点是否有助于学生自信心的提高？（ ） copyright paper51.com 内容来自论文无忧网 www.paper51.com A. 是 B.否 C.不一定
内容来自www.paper51.com http://www.paper51.com copyright paper51.com 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com Appendix2:
http://www.paper51.com paper51.com 给学生的问题：
内容来自论文无忧网 www.paper51.com paper51.com1. 如果你认为有必要加注评语，主要原因是（ ） copyright paper51.com http://www.paper51.com A. 评语可以让自己明白评改者的具体想法 copyright paper51.com paper51.comB. 评语可以让人觉得自己的作文受到了重视 内容来自www.paper51.com http://www.paper51.com C. 加注评语可以促使评改者更认真地批改
copyright paper51.com http://www.paper51.com D.其他 http://www.paper51.com copyright paper51.com 2. 你喜欢哪类评语？( )
copyright paper51.com http://www.paper51.com A. 批评式 B. 表扬式 C. 指点式 D. 命令式 E. 商讨式 F. 其他
paper51.com 内容来自www.paper51.com 3.你得到的评语的主要内容是（ ）
http://www.paper51.com 内容来自论文无忧网 www.paper51.com A. 语法和词汇 B. 写作技巧 C. 语篇组织 D. 语篇内容 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com E. 批评的话 F. 表扬或鼓励的话 G.. 其他 paper51.com 内容来自www.paper51.com 4. 你认为教师多肯定作文中的优点是否有助于学生自信心的提高？（ ）
paper51.com 内容来自www.paper51.com A. 是 B. 否 C.不一定
内容来自论文无忧网 www.paper51.com paper51.com 5. 你喜欢哪种批改方式（ ）【多选】
http://www.paper51.com paper51.comA.仅仅批个日期 B. 仅仅打出分数 C. 纠正错误的单词 D. 纠正句法结构 E. 纠正语法 F. 总体的评价，比如“好” 或“不好” G. 纠正所有的错误 H. 指出好的方面 I.写出情感方面的积极的评语 J. H和I的类型
copyright paper51.com 内容来自论文无忧网 www.paper51.com |