对外汉语写作中的教师书面反馈初探——基于泰国国立法政大学的研究
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反馈一直是二语写作的研究重点之一, 但对外汉语领域相关研究却相对较少。本文探讨了对外汉语写作课中教师反馈的现状, 研究基于泰国国立法政大学汉语写作课148份写作文本中的教师书面反馈, 以及教师访谈和学生问卷数据进行分析。研究结果表明, 教师反馈的质量有待提高, 反馈在易读性、可理解性和一致性上都出现了问题, 影响了反馈的效果。同时, 教师之间在反馈实践上存在较大的个体差异, 教师与学生的反馈偏好也存在不一致的情况。学生对通过反馈提升语言水平有较强的期待, 但对教师的依赖性也较高。最后, 本文针对发现的问题提出了一系列优化教师反馈的建议, 希望可以给对外汉语写作课的教师一定的启发, 帮助其建立更为有效的写作反馈机制。
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