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題 名 | A Quantitative Analysis of Audiotaped and Written Feedback Produced for Students' Writing and Students' Perceptions of the Two Feedback Methods |
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作 者 | 黃素月; | 書刊名 | 東海大學文學院學報 |
卷 期 | 41 2000.07[民89.07] |
頁 次 | 頁199-232 |
分類號 | 805.17 |
關鍵詞 | 寫作教學; 第二語作文教學; 教師回饋; Writing instruction; Second language writing instruction; Teacher feedback; |
語 文 | 英文(English) |
中文摘要 | 隨著廿一世紀的逼近,現代文明將進入另一個歷史的里程碑,在下一個世紀會展現何種風貌?可以預期是科技的持續進步、以資本主義經貿體系為骨幹的全球化(globalization)趨勢、社會民主化與科層體制化,以及大眾思維與行動的後現代化(postmodernized),仍將是文明的主流,然而因此衍生的「現代文明病」也將無可避免的持續惡。從文化哲學的立場看來,首先科學的目的原在認識自然理,但是以科學為基礎而發展科技卻以控制、征服為目的。科學真理的規準是「事實」(matters of fact),科技成敗的標準是「功效」(efficiency),歷史人文、道德價值全然不在科技的考量之內,造成廿世紀最嚴重的文明病:歷史人文思維的凋零式微,以及人類對的恣意破壞。其次以跨國企業、國際貿易傳播消費文化為主軸的全球化運動,造成各民族固有文化的式微,同時染上資本主義的文明病:個人主義、拜金主義、享樂主義,以及因而衛生的各種個人與群體的心理病態。其三,民主社會強調多元、容忍,同時造成價值中立或混淆,加以科層體制化的現代生活,使個人或群體成為制度機器中的一環,正如馬克斯韋伯(Max Weber)所形容的現代人生活在「鐵籠」之中。最後「後現代」思潮(postmodernism)過分地強調人性之中非理性和潛意識的部份,否定傳統的自然理性,質疑科技的工具理性,成為否定一切觀念、理想、價值、意義的虛無主義。在這樣後現代文化的氛圍裡,教育究竟能發揮什麼功能?產生何種文明機制?要回答這個問題,首先要了解教育是什麼,教育與文化的關係。本文試圖從文化哲學的立場,經由對文化科學與文化科學與文化哲學的區別,闡明教育即文化的真諦,分析代思潮與現代造成的教育困境,主要的目的不在提供特定的答案,而在提供現代教育家一個另類思考的角度。 |
英文摘要 | Some university EFL composition teachers in Taiwan have experimented with audiotaping their commentary on students’ writing to help students revise. However, there has been very little research on how effective this method is for Chinese students. Therefore, a study was designed to shed light on this issue by comparing audiotaped feedback (AFT) with traditional written feedback (WF). In this study, the researcher focused to he ATF and WF provided by herself for the 23 English major students is her sophomore composition class (a two-semester course) at Tunghai University. The feedback that the researcher had provided for the fifth and sixth writing assignments was later collected back from students for analysis. The feedback for the former was provided by using WF only, while the feedback for the latter was provided by suing a combined method, i.e., both ATF and WF. The time spent on the feedback was originally written/recorded. At eh end of the academic year, the students were also asked to fill out a questionnaire to report their perceptions of t he two types of feedback. The research questions were: (1) How effective is the combined method and the ATF method as compared with the WF-only method in terms of the quantity of feedback? (2) What are studnets’ opinions about and attitudes toward ATF and WF as feedback methods? To support the findings from this study, many examples of these two types of feedback were contrasted to show their differences. The results showed that the both the combined and ATF methods were much more efficient than the WF-only method in terms of the quantity of feedback. In addition, the students viewed ATF more positively than WF and also referred the former. Findings from this study argue strongly for the use of ATF over WF. |
本系統中英文摘要資訊取自各篇刊載內容。