摘要
通过结构化程序教学实验,就合作式英文写作对英文写作质量的影响效度及学生对合作式写作的态度进行了研究。实验结果表明,实验组和对照组在实验后的写作测验成绩上表现出显著差异,合作式写作对于写作能力差的学生具有较大的促进作用,而对于写作能力强的学生促进作用不明显;两组学生都对合作写作持积极态度,对合作式写作给予正向评价;合作式写作在促进学生的课堂参与度方面具有积极作用。
The present research investigated the effects of a structured procedure for collaborative writing on the quality of English writing and the attitudes of students toward collaborative writing.Two classes participated in the research, and, each class contained an experimental group and a control group.Class A had an experimental group composed of the fixed roles with different abilities, whereas, Class B contained an experimental group composed of the reciprocal roles with the same abilities. Both groups took the collaborative writing. The training sessions were included in a 10-week experimental project. The quality of the individual writing before and after the project and the quality of collaborative writing during the project were analysed. It was indicated that, statistically, the difference between pre-project writing performance of the cross-ability group was significant, but it was not significant for its corresponding control group; the differences between pre-project and post-project writing performances of the same-ability group and its control group were not sinificant. The difference of writing performance in post-project testing between experimental and control group was significant. the participants in the two experimental groups showed the positive attitudes to the collaborative writing.
出处
《暨南学报（哲学社会科学版）》
CSSCI
2004年第2期104-108,共5页
Jinan Journal(Philosophy and Social Sciences)
基金
暨南大学人文社科青年基金资助
关键词
合作式写作
独自写作
效度
collaborative writing
individual writing
analysis of composition
