English  |  正體中文  |  简体中文  |  全文笔数/总笔数 : 62570/95233 (66%)
造访人次 : 2560101      在线人数 : 275
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜寻范围 查询小技巧:
  • 您可在西文检索词汇前后加上"双引号",以获取较精准的检索结果
  • 若欲以作者姓名搜寻,建议至进阶搜寻限定作者字段,可获得较完整数据
  • 进阶搜寻

    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/84935

    题名: A Review of Composition Teachers' Written Feedback from Learners' Perspectives
    作者: Huang, Yi-ping;黃怡萍
    贡献者: 淡江大學多元文化與語言學系
    关键词: 教師回饋;英文作文;英文寫作;英語教學;寫作教學;師生互動;教學方法;Teacher Feedback;English Composition;English Writing;English Teaching;Writing Teaching;Teacher-Student Interaction;Teaching Method
    日期: 2001-11
    上传时间: 2013-03-27 10:36:28 (UTC+8)
    出版者: 臺北市 : 文鶴出版公司
    摘要: A considerable number of the studies have examined the issues on themanners and effects of teacher written feedback from the perspectivesof the teachers, but few studies have been conducted from theviewpoints of the students. To bridge the gap between these twoperspectives, we synthesized thirteen studies on student processing ofteacher written feedback in the ESL/EFL contexts. The findingsrevealed that student preference for and reaction to the commentariesprovided by the L2 teachers varied differently from classes toclasses, from individuals to individuals. The mixed results might beattributed to contextual, annotation, and affective factors. Eachfactor would be discussed in detail, followed by a critique onmethodology. It is suggested that such previous studies are worthwhileto be replicated in Taiwan with more rigorous research designs andwith more expanded scopes. Finally, pedagogical implications wereaddressed.
    關聯: Proceedings of the Tenth International Symposium on English Teaching=第十屆中華民國英語文教學國際研討會論文集, pp.456-465
    显示于类别:[多元文化與語言學系] 會議論文


    档案 大小格式浏览次数



    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回馈