Chinese language teachers' conceptions of feedback on writing in IBDP second language classrooms=中文第二语言教师对写作反馈的认知：以国际文凭组织大学预科项目为例
Journal
Journal of Chinese Language Education=华文学刊
Journal Volume
16
Journal Issue
2
Start Page
105
End Page
124
ISSN
0219-810X
Date Issued
2018-12
Author(s)
Abstract
Responding to students' writing is one of the most demanding tasks for language teachers. This study used a phenomenographic approach to examine Chinese language teachers' conceptions of feedback on writing in second language classrooms where the International Baccalaureate Diploma Programme (IBDP) is adopted. The research questions are: (1) What conceptions of feedback are held by teachers teaching Chinese as a second language in IBDP classrooms? (2) How do teachers' conceptions of feedback influence their written feedback practices? The primary data were collected through semi-structured interviews with 22 Chinese language teachers from 11 international schools in Hong Kong. Four increasingly inclusive categories emerged from the interview data, showing that teachers' conceptions of feedback were multilayered. Teachers conceptualized feedback as a dispensable part of writing assessment, a means of informing students of assessment results, a means of improving writing performance, and a means of empowering students to become autonomous writers. The instructional power of feedback depended heavily on teachers' perceived priorities in writing assessment. Changes in the focus of writing assessment led to differing approaches to feedback. Findings of this study suggest that teachers teaching the same curriculum in similar educational contexts may possess various levels of understanding of feedback. It seemed to teachers that responding to students' writing is a very goaloriented endeavor. Teachers' approaches to feedback determined the extent to which students take ownership of the process of writing assessment. Implications for teacher education are discussed.=提供学生写作反馈是语言教师重要的任务之一，本研究采用现象图示学的研究方法，以香港国际学校的中文教师为研究对象，探究教师对写作反馈的认知，研究的范围设定为国际文凭组织大学预科项目中文第二语言课程。研究问题包含：(1)国际文凭组织大学预科项目中文第二语言课程的教师对于写作反馈的认知为何？(2)教师对于写作反馈的认知如何影响他们给予学生的书面写作反馈的方式？本研究透过半结构式访谈采集数据，共有来自11所国际学校、22位中文教师参与访谈。结果显示，教师对于写作反馈的认知可以划分为四种由浅到深的类型——教师视反馈为写作评估中可有可无的一环、告知学生评估结果的渠道、提升写作表现的方法，以及强化学生成为自主写作者的方式。写作反馈与教师在写作评估中所关注的重点息息相关，即使在相似的教学环境中教授相同课程，教师对于写作反馈的理解仍旧有深浅之分。对教师而言，写作回馈为目标导向；教师提供写作反馈的模式影响学生在写作评估中的自主程度。本研究结果将对教师培训有所启发。
Subjects
teacher conception
feedback
writing assessment
Chinese as a second language
phenomenography
教师认知
反馈
写作评估
中文第二语言
现象图示学
Publisher
Singapore Centre for Chinese Language
Type
journal article