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鉴于目前国内关于EFL写作教师反馈的研究中,很少涉及教师对其反馈的自我评估的情况,系统研究了英语作为外语时,教师对作文反馈自我评估的内容、意义和作用。主要研究了以下内容:(1)教师的书面反馈中就整体和局部的反馈各占多少。(2)教师的自我评估和学生对教师书面反馈的评估的吻合程度。(3)教师对书面反馈的自我评估和教师的实际书面反馈的吻合程度。研究结果表明:教师书面反馈的重点仍然是文章的局部问题。教师的自我评估和学生对教师书面反馈的评估的吻合程度低,教师倾向高估所给出的反馈的量,反映出学生希望获得更多的教师书面反馈。而教师的自我评估和教师的实际书面反馈的吻合程度为66%,教师能比较准确地评估就作文局部所给出反馈的量,却倾向高估就作文整体所给出反馈的量。
In view of the current domestic research on the feedback of EFL writing teachers, seldom involves teachers’ self-assessment of feedback, and systematically studies the content, meaning and function of teacher self-assessment of composition feedback when English is a foreign language. The main contents are as follows: (1) What is the total feedback from teachers in the written feedback? (2) The degree of agreement between the self-assessment of teachers and students’ assessment of written feedback from teachers. (3) The teacher’s self-assessment of written feedback matches the teacher’s actual written feedback. The results show that: the focus of teachers’ written feedback is still the local problem of the article. Teacher self-assessment is less consistent with students ’assessment of teachers’ written feedback, and teachers tend to overestimate the amount of feedback given, reflecting the desire of students to obtain more written feedback from teachers. The teacher’s self-assessment is consistent with the teacher’s actual written feedback. The teacher can accurately assess the amount of feedback given on the part of the composition, but tends to overestimate the amount of feedback given on the composition.