语篇反馈研究：基于社会认知理论
Table of Contents
List of Tables .......................... Ⅰ
List of Abbreviations...................... Ⅲ
Chapter 1 Introduction ..................... 1
1.0 Introduction: An Overview ................. 1
1.1 Problem Statement .............…
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List of Tables .......................... Ⅰ
List of Abbreviations...................... Ⅲ
Chapter 1 Introduction ..................... 1
1.0 Introduction: An Overview ................. 1
1.1 Problem Statement .............…
查看完整
卞晓云，任教于中央财经大学外国语学院，研究方向为外语写作教学、教学法、教师认知、教师发展。北京外国语大学文秋芳教授“产出导向法”虚拟专业学习共同体成员，曾参与第八批中国外语教育基金项目。
《语篇反馈研究：基于社会认知理论》这本书详述了一项关于中国外语教师语篇反馈的历史个案研究, 揭示出在中国外语教学环境下针对大学生的英语说明文，教师构建语篇反馈、学生加工语篇反馈时，他们的决策过程(decision-making)符合社会认知理论所提出的"身心世界"一体原则。在反馈过程中，教师、学生、情景之间的复杂动态交互也有助于学生作为写作者和反馈接收者在认知、情感、行为等方面实现发展。
Table of Contents
List of Tables .......................... Ⅰ
List of Abbreviations...................... Ⅲ
Chapter 1 Introduction ..................... 1
1.0 Introduction: An Overview ................. 1
1.1 Problem Statement .................... 2
1.2 The Rationales Behind the Study ............... 6
1.3 Overview of Research Methodology ............ 12
1.4 Significance of the Study ................. 13
1.5 Organization of the Book ................. 15
Chapter 2 Issues in Teacher Feedback.............. 16
2.0 Introduction ...................... 16
2.1 Development of Teacher Feedback: Questions......... 16
2.2 Theoretical Perspectives on Teacher Feedback and Its Importance . 23
2.3 Research on Teacher Feedback............... 44
2.4 Research Gaps and Emergent Issues............. 68
2.5 Chapter Summary .................... 72
Chapter 3 Research Design .................. 73
3.0 Introduction ...................... 73
3.1 Research Design: The Rationale .............. 73
3.2 Research Design: Defining the Term “Case Study” ....... 74
3.3 Research Design: Key Issues ............... 80
3.4 Chapter Summary .................... 116
Chapter 4 The Construction of Non-error Feedback........ 117
4.0 Introduction ...................... 117
4.1 What the Teacher Brought to the Feedback Process: Contextual
Information ...................... 118
4.2 The Entire Feedback-Constructing Process the Teacher Went Through:
Contextual Information.................. 129
4.3 The EA Issues the Teacher Actually Focused on ........ 129
4.4 Teacher Decision-Making: How the Teacher Decided Which EA
Issues to Focus on.................... 133
4.5 The Feedback Delivery Approaches the Teacher Used ..... 136
4.6 Teacher Decision-Making: How the Teacher Decided on Feedback
Delivery Approaches................... 144
4.7 Chapter Summary .................... 164
Chapter 5 The Interpretation of Non-error Feedback ....... 168
5.0 Introduction ...................... 168
5.1 What the Students Brought to the Feedback Process: Contextual
Information ...................... 169
5.2 Student A’s Acceptance and Incorporation of EA Feedback.... 177
5.3 Student B’s Acceptance and Incorporation of EA Feedback ... 184
5.4 Student C’s Acceptance and Incorporation of EA Feedback ... 190
5.5 How the Students’ Acceptance and Incorporation of EA Feedback
were Decided...................... 194
5.6 Chapter Summary .................... 223
Chapter 6 The Feedback Process: Its Effectiveness and Helpfulness . 227
6.0 Introduction ...................... 227
6.1 Effectiveness of the Feedback Process ............ 227
6.2 Helpfulness of the Feedback Process: Student Changes ..... 234
6.3 More Helpfulness of Non-error Feedback .......... 235
6.4 Chapter Summary .................... 242
6.5 Summary of All Findings ................. 243
Chapter 7 Discussion and Conclusion .............. 245
7.0 Introduction ...................... 245
7.1 Aims and Methodology of the Study ............ 245
7.2 Summary of Key Findings ................ 246
7.3 Contributions of the Findings ............... 249
7.4 Limitations and Future/Further Research ........... 302
7.5 Final Remarks ..................... 306
References .......................... 308
Appendices.......................... 334
Appendix A: Teacher Background Interview Guide ......... 334
Appendix B: Student Background Interview Guide ......... 336
Appendix C: Think-Aloud Protocol in the Training Session...... 338
Appendix D: Teacher Retrospective and Ongoing Interviews Guide .. 340
Appendix E: Student Retrospective and Ongoing Interviews Guide .. 342
V
Appendix F: Teacher/Student Final Interview Guide ........ 344
Appendix G: Teacher Think-Aloud Data Codebook ......... 346
Appendix H: Student Think-Aloud Data Codebook ......... 350
Appendix I: Student Writing with Teacher Comments ........ 357
Appendix J: Student Writing with Teacher Comments and Student-Written
Notes ......................... 360
Appendix K: Writing Prompts ................. 364
^ 收 起
List of Tables .......................... Ⅰ
List of Abbreviations...................... Ⅲ
Chapter 1 Introduction ..................... 1
1.0 Introduction: An Overview ................. 1
1.1 Problem Statement .................... 2
1.2 The Rationales Behind the Study ............... 6
1.3 Overview of Research Methodology ............ 12
1.4 Significance of the Study ................. 13
1.5 Organization of the Book ................. 15
Chapter 2 Issues in Teacher Feedback.............. 16
2.0 Introduction ...................... 16
2.1 Development of Teacher Feedback: Questions......... 16
2.2 Theoretical Perspectives on Teacher Feedback and Its Importance . 23
2.3 Research on Teacher Feedback............... 44
2.4 Research Gaps and Emergent Issues............. 68
2.5 Chapter Summary .................... 72
Chapter 3 Research Design .................. 73
3.0 Introduction ...................... 73
3.1 Research Design: The Rationale .............. 73
3.2 Research Design: Defining the Term “Case Study” ....... 74
3.3 Research Design: Key Issues ............... 80
3.4 Chapter Summary .................... 116
Chapter 4 The Construction of Non-error Feedback........ 117
4.0 Introduction ...................... 117
4.1 What the Teacher Brought to the Feedback Process: Contextual
Information ...................... 118
4.2 The Entire Feedback-Constructing Process the Teacher Went Through:
Contextual Information.................. 129
4.3 The EA Issues the Teacher Actually Focused on ........ 129
4.4 Teacher Decision-Making: How the Teacher Decided Which EA
Issues to Focus on.................... 133
4.5 The Feedback Delivery Approaches the Teacher Used ..... 136
4.6 Teacher Decision-Making: How the Teacher Decided on Feedback
Delivery Approaches................... 144
4.7 Chapter Summary .................... 164
Chapter 5 The Interpretation of Non-error Feedback ....... 168
5.0 Introduction ...................... 168
5.1 What the Students Brought to the Feedback Process: Contextual
Information ...................... 169
5.2 Student A’s Acceptance and Incorporation of EA Feedback.... 177
5.3 Student B’s Acceptance and Incorporation of EA Feedback ... 184
5.4 Student C’s Acceptance and Incorporation of EA Feedback ... 190
5.5 How the Students’ Acceptance and Incorporation of EA Feedback
were Decided...................... 194
5.6 Chapter Summary .................... 223
Chapter 6 The Feedback Process: Its Effectiveness and Helpfulness . 227
6.0 Introduction ...................... 227
6.1 Effectiveness of the Feedback Process ............ 227
6.2 Helpfulness of the Feedback Process: Student Changes ..... 234
6.3 More Helpfulness of Non-error Feedback .......... 235
6.4 Chapter Summary .................... 242
6.5 Summary of All Findings ................. 243
Chapter 7 Discussion and Conclusion .............. 245
7.0 Introduction ...................... 245
7.1 Aims and Methodology of the Study ............ 245
7.2 Summary of Key Findings ................ 246
7.3 Contributions of the Findings ............... 249
7.4 Limitations and Future/Further Research ........... 302
7.5 Final Remarks ..................... 306
References .......................... 308
Appendices.......................... 334
Appendix A: Teacher Background Interview Guide ......... 334
Appendix B: Student Background Interview Guide ......... 336
Appendix C: Think-Aloud Protocol in the Training Session...... 338
Appendix D: Teacher Retrospective and Ongoing Interviews Guide .. 340
Appendix E: Student Retrospective and Ongoing Interviews Guide .. 342
V
Appendix F: Teacher/Student Final Interview Guide ........ 344
Appendix G: Teacher Think-Aloud Data Codebook ......... 346
Appendix H: Student Think-Aloud Data Codebook ......... 350
Appendix I: Student Writing with Teacher Comments ........ 357
Appendix J: Student Writing with Teacher Comments and Student-Written
Notes ......................... 360
Appendix K: Writing Prompts ................. 364
^ 收 起
卞晓云，任教于中央财经大学外国语学院，研究方向为外语写作教学、教学法、教师认知、教师发展。北京外国语大学文秋芳教授“产出导向法”虚拟专业学习共同体成员，曾参与第八批中国外语教育基金项目。
《语篇反馈研究：基于社会认知理论》这本书详述了一项关于中国外语教师语篇反馈的历史个案研究, 揭示出在中国外语教学环境下针对大学生的英语说明文，教师构建语篇反馈、学生加工语篇反馈时，他们的决策过程(decision-making)符合社会认知理论所提出的"身心世界"一体原则。在反馈过程中，教师、学生、情景之间的复杂动态交互也有助于学生作为写作者和反馈接收者在认知、情感、行为等方面实现发展。
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