胡茶娟. 英语专业写作中“学习性评价”教师书面反馈的实证研究[J]. 云南农业大学学报(社会科学), 2009, 4(6): 100-105.
引用本文: 胡茶娟. 英语专业写作中“学习性评价”教师书面反馈的实证研究[J]. 云南农业大学学报(社会科学), 2009, 4(6): 100-105.
shu
HU Cha-juan. Research on Written Teacher Feedback as an Assessment for Learning[J]. Journal of Yunnan Agricultural University (Social Science), 2009, 4(6): 100-105.
Citation: HU Cha-juan. Research on Written Teacher Feedback as an Assessment for Learning[J]. Journal of Yunnan Agricultural University (Social Science), 2009, 4(6): 100-105.
shu

英语专业写作中“学习性评价”教师书面反馈的实证研究

Research on Written Teacher Feedback as an Assessment for Learning

    摘要
  • 摘要: 教师书面反馈是写作教学的重要组成部分。本研究试图在写作教学中通过“学习性评价”教师反馈，并在教学实验前后对教师和学生进行问卷调查和访谈等方式，实现“以写促学”的目的，结果表明，教师书面反馈可以提高学生作文水平，帮助学习者正确认识和综合评价自身语言技能，促进整个二语习得进程。

     

    Abstract: While much of L2 teacher feedback research has focused on the effectiveness of feedback， little has been done to ascertain the functions teacher feedback serves from an assessment for learning perspective. The present study investigates the nature and functions serving in the writing classrooms as an assessment for learning， which can be used as a pedagogical tool for improving the teaching and learning of writing as well as enhancing students’ language acquisition.

     

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