政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/122717
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113311/144292 (79%)
造訪人次 : 50921780      線上人數 : 929
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/122717


    題名: 英語課堂中口頭彙報任務的教師點評—一項基於中國大陸的探索性個案研究
    An Exploratory Case Study into Chinese EFL Teachers’ Commentary Practices in Oral Presentations
    作者: 王博
    Wang, Bo
    于書林
    Yu, Shulin
    張慶元
    Teo, Timothy
    貢獻者: 臺灣英語教學期刊
    關鍵詞: 點評;教師回饋;英語課堂口頭彙報任務
    日期: 2018-10
    上傳時間: 2019-03-28 11:41:34 (UTC+8)
    摘要: 大多數實驗研究表明教師的評估和回饋能夠促進學生口頭彙報的表現，但這種研究現象致使我們對教師回饋的過程缺乏理解。本研究以三名教學經驗豐富的中國大學英語教師為個案，運用半結構式訪談，探索在自然條件下的英語課堂，教師採用點評方式對學生口頭彙報進行回饋的本質和過程。資料分析結果表明，三名教師點評的本質在於給予學生回饋而非評估學生表現。另外，結果也表明受多種因素影響，三名教師的點評方式、焦點和功能各不相同。最後本文對教師回饋實踐和後續研究提出一些可行性建議。
    Previous research has revealed that teacher feedback encourages students’ learning of a second language and improves task performance. While former quasi-experimental studies emphasized the positive effects of formative assessment and feedback by teachers on developing oral presentation competence, it remains unclear about the processes during which teachers provide feedback in the form of verbal comments on oral presentations. Therefore, this paper describes an exploratory case study that examines the nature and processes of three experienced EFL teachers’ commentary on students’ classroom oral presentations in a Chinese university. Data for this study were obtained from the teachers’ self-reported accounts of commentary experiences during semi-structured interviews. Findings showed that the three teachers’ comments on oral presentations were feedback-focused in nature; however, they diversified their comments in terms of delivery mode, function and focus. The study has implications for future teacher feedback research and EFL classroom practice with regard to the ways in which teachers provide feedback on oral presentation tasks.
    關聯: Taiwan Journal of TESOL,15(2), pp.65-94
    資料類型: article
    DOI 連結: https://doi.org/10.30397/TJTESOL.201810_15(2).0004
    DOI: 10.30397/TJTESOL.201810_15(2).0004
    顯示於類別:[臺灣英語教學期刊 THCI] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    108.pdf731KbAdobe PDF2238檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋