A Study of the One-to-One Writing Tutoring Effects
A Study of the One-to-One Writing Tutoring Effects
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一对一写作辅导效果研究
DOI：
10.4018/978-1-7998-2878-5.ch002
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
D. Velliaris
中科院分区：
文献类型：
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作者：
Haiyan Zhang;Yu Hao;Mingsheng Li;D. Velliaris
这一章的动机是，关于中国大学英语写作中心一对一写作辅导效果的研究很少。它旨在通过学生对导师表现的评价来检验效果。根据卡普兰在对比修辞学理论中提出的7个英语写作目标，对57名学生进行了问卷调查，并对其中12名学生进行了结构化深度访谈。结果表明，教师在词汇和表达目标(86%)、句子和语法目标(85%)等方面达到了较高的满意度，但在受众意识(37%)、语篇结构(34%)和修辞和写作知识(40%)方面的满意度较低。研究结果表明，辅导时间与学生的进步程度没有显著的相关性，而学生的语言水平与他们的进步呈显著的负相关。最后，提出了提高辅导效果的几点措施。
This chapter is motivated by the fact that few studies have been made about the effects of one-on-one writing tutoring in English writing centers in Chinese universities. It intends to examine the effects through the evaluation of tutors' performance by students. A sample of 57 students responded to the questionnaires designed based on Kaplan's 7 EFL writing objectives proposed in his theory of contrastive rhetoric with minor revision, and 12 participated the structured in-depth interviews. Results demonstrate that tutors have achieved higher level of satisfaction in objectives of vocabulary and expressions (86%), sentence and grammar(85%), etc., but lower satisfaction level in those of awareness of audience(37%), discourse structure (34%), and rhetoric and writing knowledge (40%). The findings indicate no significant correlation between tutoring duration and students' improvement extent, yet a strong negative association between students' language proficiency and their improvement. Finally, some measures about enhancing tutoring effects are suggested.