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高中英语写作教学中学生对教师书面反馈倾向性的个案研究

摘要第4-6页
Abstract第6-7页
Contents第8-10页
Chapter One Introduction第10-13页
Chapter Two Literature Review第13-29页
    2.1 The Definitions and Classifications of Feedback第13-15页
        2.1.1 The Definitions of Feedback第13-14页
        2.1.2 The General Categories of Feedback第14-15页
    2.2 Teachers Written Feedback第15-19页
        2.2.1 The Characteristics of Teachers Written Feedback第15-16页
        2.2.2 Further Classifications of Teachers Written Feedback第16-19页
    2.3 Related Theoretical Concepts on Teachers Written Feedback第19-21页
        2.3.1 Noticing Hypothesis第19-20页
        2.3.2 Affective Factors in Language Teaching第20-21页
    2.4 Studies of Teachers Written FeedbackAt Home andAbroad第21-27页
    2.5 The Summary第27-29页
Chapter Three Methodology第29-37页
    3.1 The Setting and Research Questions第29-30页
    3.2 Participants第30-31页
    3.3 Instruments and the Procedure of Data Collection第31-35页
        3.3.1 Samplings and Data Collection第31-32页
        3.3.2 Questionnaires and Data Collection第32-34页
        3.3.3 Interviews and Data Collection第34-35页
    3.4 Methods of Data Analysis第35页
    3.5 Related Issues of Methodology第35-36页
    3.6 The Summary第36-37页
Chapter Four Findings and Discussions第37-60页
    4.1 The Status-quo of Teachers Written Feedback Practice第37-47页
        4.1.1 Students Perceptions about English Writing第37-38页
        4.1.2 The Present Practice of Teachers Written Feedback第38-43页
        4.1.3 Students Subsequent Reactions to the Revised Drafts第43-47页
    4.2 Students Preferences for Teachers Written Feedback第47-55页
        4.2.1 Students Attitudes towards the Necessity of TWF第47-49页
        4.2.2 Students Expectations for the Focus of TWF第49-51页
        4.2.3 Students Preferences for the Mechanisms of TWF第51-55页
        4.2.4 Students Suggestions for Providing Effective TWF第55页
    4.3 Discussions and Implications for English Writing Instruction第55-59页
    4.4 The Summary第59-60页
Chapter Five Conclusion第60-62页
Bibliography第62-68页
Appendices第68-86页
Acknowledgements第86页

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