Преподаватели и студенты: фидбэк при обучении письму на иностранном (как втором) языке
Ключевые слова:
фидбэк учителя, обучение письму на втором языке.Аннотация
В течение последних десятилетий фидбэк (отзыв) учителя стал играть необычайно важную роль при обучении письму на английском как втором языке. В ряду многочисленных исследований, посвященных различным аспектам фидбэка учителя, немногочисленными остаются работы, анализирующие восприятие учителей и обучаемых к различным видам фидбэка. Целью данной работы является исследование восприятий и предпочтений учителей и студентов в отношении фидбэка и исправления ошибок при обучении письму на втором языке. Исследование восприятия фидбэка преподавателями и студентами одного из местных университетов проводится с помощью метода опроса. Опрос сфокусирован на предпочтениях в отношении типа и количества фидбэка. Одним из основных результатов работы является заключение о необходимости пересмотра практики фидбэка.Библиографические ссылки
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16.16. Hyland F. Focusing on form: Student engagement with teacher feedback // System. –2003. – №21. – Pp. 217-230.
17.17. Lee I. Student reactions to teacher feedback in two Hong Kong secondary classrooms // Journal of Second Language Writing. – 2008. – №17. – Pp. 144-164.
18.18. Zhao H. Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom // Assessing Writing. –2010. – №15(1). – Pp. 3-17.
19.19. Elwood J. A. & Bode J. Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan // System. – 2014. – №42. – Pp. 333-343. http://dx.doi.org/10.1016/j.system.
20.20. Johnstun A. Teacher and student perceptions of second language writing feedback: A survey of six college ESL classes and their teachers. A scholarly paper submitted in partial fulfillment of the Master’s degree in Second Language studies // Department of Second Language Studies, Univeresity of Hawai’i at Manoa. – 2009. Retrieved from http://scholarspace.manoa.hawaii.edu.
21.21. Leki I. You cannot ignore: L2 graduate students’ response to discipline-based written feedback. In K. Hyland & F. Hyland (Eds.). Feedback in second language writing. – Cambridge: Cambridge University Press, 2006. – Pp. 266–286.
22.22. Lee I. Ten mismatches between teachers’ beliefs and written feedback practice. – 2009. – Pp.1-22. Retrieved from http:// www.fed.cuhk.edu.hk/~aflwrite/art/02009%20ELTJ.pdf
2.2. Darus D. & Ching K. Common errors in written English essays of form one Chinese students: a case study // European Journal of Social Sciences. – 2009. – №10 (2).
3.3. Hedgcock J. & Lefkowitz N. Some input on input: two analyses of student response to expert feedback in L2 writing // The Modern Language Journal. – 1996. – №80.
4.4. Kasanga L. Students’ response to peer and teacher feedback in a first-year writing course // Journal for Language Teaching. – 2002. – №38 (1). – Pp. 64-99. Retrieved from www.googlescholar.
5.5. Magno K. & Amarles A. Teachers’ feedback practices in second Language Academic Writing classrooms // The International Journal of Educational and Psychological Assessment. – 2011. – №6 (2). – January 2011.
6.6. Myles J. Second language writing and research: the writing process and error analysis in student texts // TESL-EJ. – 2002. – №6 (2).
7.7. Saito H. Teachers’ practices and students’ preferences for feedback on Second Language writing: a case study of adult ESL learners // TESL Canada/ Revive TESL Du Canada. – 1994. – №11 (2).
8.8. Williams J. Providing feedback on ESL students’ written assignments // The Internet TESL Journal. – 2003. – №10 (9).
Retrieved from www.iteslj.org
9.9. Ferris D.R. The case for grammar correction in L2 writing classes: A response to Truscott (1996) // Journal of Second Language Writing. – 1999. – №8(1). – Pp.1-11.
10.10. Leki I. The Preferences of ESL Students for Error Correction in College-Level Writing Classes // Foreign Language Annals. – 1991. – №24 (3). – Pp. 203-218.
11.11. Diab L. Error correction and feedback in the EFL writing : comparing instructor and student preferences // English Teaching Forum. – 2006. – №44 (3).
12.12. Hyland F. The impact of teacher written feedback on individual writers // Journal of Second Language Writing. – 1998. – №7. – Pp. 255–286.
13.13. Cohen A. & Cavalcanti M. Feedback on compositions: Teacher and student verbal reports. In M. Long & J. Richards (Series Eds.) & B. Kroll (Vol. Ed.), Second language writing: Research insights for the classroom (3rd ed.). – New York: Cambridge University Press, 1990.
14.14. Ferris D. Student reactions to teacher response in multiple-draft composition Classrooms // 1995. – TESOL Quarterly. – №29. – Pp. 33-35.
15.15. Zhang S. Re-examining the affective advantages of peer feedback in the ESL writing class // Journal of Second Language Writing. – 1995. – №4. – Pp. 209-222.
16.16. Hyland F. Focusing on form: Student engagement with teacher feedback // System. –2003. – №21. – Pp. 217-230.
17.17. Lee I. Student reactions to teacher feedback in two Hong Kong secondary classrooms // Journal of Second Language Writing. – 2008. – №17. – Pp. 144-164.
18.18. Zhao H. Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom // Assessing Writing. –2010. – №15(1). – Pp. 3-17.
19.19. Elwood J. A. & Bode J. Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan // System. – 2014. – №42. – Pp. 333-343. http://dx.doi.org/10.1016/j.system.
20.20. Johnstun A. Teacher and student perceptions of second language writing feedback: A survey of six college ESL classes and their teachers. A scholarly paper submitted in partial fulfillment of the Master’s degree in Second Language studies // Department of Second Language Studies, Univeresity of Hawai’i at Manoa. – 2009. Retrieved from http://scholarspace.manoa.hawaii.edu.
21.21. Leki I. You cannot ignore: L2 graduate students’ response to discipline-based written feedback. In K. Hyland & F. Hyland (Eds.). Feedback in second language writing. – Cambridge: Cambridge University Press, 2006. – Pp. 266–286.
22.22. Lee I. Ten mismatches between teachers’ beliefs and written feedback practice. – 2009. – Pp.1-22. Retrieved from http:// www.fed.cuhk.edu.hk/~aflwrite/art/02009%20ELTJ.pdf
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Методика преподавания языка и литературы
