高职外贸函电写作中教师书面反馈类型的实证研究  

Empirical study on teacher commentary types——based on International trade correspondence in higher vocational colleges

作　　者：郭晓丽 王颖 GUO Xiaoli WANG Yi(School of foreign languages, Shenzhen Institute of Information Technology, Shenzhen, Guangdong 518172, P.R. China)

机构地区：[1]深圳信息职业学院应用外语学院,广东深圳518172

出　　处：《深圳信息职业技术学院学报》2016年第4期72-77,共6页Journal of Shenzhen Institute of Information Technology

基　　金：2015深圳信息职业技术学院教育教学成果培育项目"基于策略培训的高职学生英语自主学习能力培养研究与实践"(项目编号:JXCG201539);第八批中国外语教育基金"基于学习共同体建设的高职院校英语教师专业发展研究与实践"(项目编号:ZGWYJYJJ2016B30)

摘　　要：本研究以55名高职学生55份外贸函电一稿作品中的347条教师书面反馈为研究对象,总结了教师书面反馈的类型。然后又分析了这55份外贸函电的二稿作品,研究了学生二稿修改的总体成效以及教师书面反馈类型对学生二稿写作的影响。结果表明:语法拼写类反馈仍占据重要地位,其次是提供信息和询问信息类反馈,然后是提出建议和肯定赞扬类反馈。学生非常重视教师书面反馈,对绝大多数教师书面反馈均进行了修订。学生最善于修改的还是语法和拼写类错误,而对其它类型反馈的修改正确率还有待提高。In this study, the authors examined 347 marginal and end comments written on 55 first drafts of international trade correspondence by 55 students in a higher vocational college in China. The authors then examined revised second drafts of the students＇ revisions and assess whether the changes made in response to the teacher＇ s feedback actually improved the papers. The results show that some types of commentary appeared to be more helpful than others and suggest several important implications for teachers＇ written commentary.

关 键 词：教师书面反馈类型 学生二稿修改 修改成效 

分 类 号：H319[语言文字—英语]