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本研究旨在探讨如何在英语专业学术写作的过程中提供反馈,以帮助学生提高学术写作能力。为揭示在实际教学过程中反馈的现状以及学生的偏好,对英语专业学生就反馈的内容和形式进行了问卷调查。结果显示,同辈反馈更侧重局部的语言错误,而教师反馈更能从整体出发;相比书面反馈,学生更喜欢面谈反馈;而相比同辈反馈,学生则更重视教师反馈。最后,本文提出了一个在英语专业学术写作教学情境中的具体反馈模式,并讨论了在实际教学中可能出现的困难。
The purpose of this study is to explore ways to provide feedback on the academic writing of English majors to help students improve their academic writing skills. In order to reveal the status of feedback in the actual teaching process and the students’ preferences, questionnaires were conducted on the content and form of feedback for English majors. The results showed that peer feedback focused more on local language errors, while teacher feedback proceeded more holistically; students preferred interview feedback better than written feedback; and students gave more emphasis on teacher feedback than peer feedback. Finally, this paper presents a specific feedback model in the teaching of English writing in academic writing, and discusses the difficulties that may arise in the actual teaching.