西部大学生英语写作教学中教师书面反馈特征与学生反应的案例研究

摘要

This paper aims to investigate the characteristics of teacher written feedback and students’re⁃sponses by collecting and analyzing samples and questionnaires. The results reveal that teacher written feed⁃back is restricted to mistakes on grammar and teachers are reluctant to be readers and consultants. The majority of students value teachers’written feedback, but have different preference. Meanwhile, for lacking of communi⁃cation, uncertainties, even misunderstandings exist between teachers and students. This paper also hopefully proposes some tentative suggestions on effective teacher written feedback on writing task.%通过收集和分析西部某高校英语专业46名学生133篇作文样本及调查问卷，探讨英语写作教学中教师书面反馈的特征及学生对书面反馈的反应。研究结果表明：教师在使用策略上十分有限，更为侧重表层错误及细节问题。教师更多地担任了语言教师的角色，而忽视了顾问和读者的角色。绝大多数学生看重教师书面反馈，但学生对书面反馈关注的内容与教师书面反馈策略的侧重点不同。同时，教师与学生欠缺沟通，使得学生对反馈存在疑惑甚至导致误解，教师应针对具体学生有效给予书面反馈。