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高中英语写作教学中教师书面反馈研究——最近发展区理论视角的中期报告.docx

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高中英语写作教学中教师书面反馈研究——最近发展区理论视角的中期报告 Abstract Writtenfeedbackhaslongbeenrecognizedasoneofthemostimportanttoolsforteacherstoassiststudentsinimprovingtheirwritingskills.ThispaperreportsonastudythatinvestigatesthecurrentstateofwrittenfeedbackpracticesamonghighschoolEnglishwritingteachers.Drawingontherecentdevelopmentsinthezoneofproximaldevelopment(ZPD)theory,thepaperoffersananalysisofthefeedbackpracticesfromatheoreticalperspective.ThepaperconcludesbysuggestingsomepracticalrecommendationsforimprovingtheeffectivenessofwrittenfeedbackinhighschoolEnglishwritingclassrooms. Introduction WrittenfeedbackhaslongbeenanintegralpartofEnglishwritinginstructioninhighschoolclassrooms.Itprovidescriticalinformationforstudents,helpingthemidentifyareasofstrengthandweaknessintheirwriting.Forteachers,writtenfeedbackprovidesameanstoevaluateandassessstudentwriting.Despitetheimportanceofwrittenfeedback,thereisconcernthatitseffectivenessisoftenlimited. Previousresearchsuggeststhatteachersoftenstrugglewithprovidingeffectivefeedbackduetotimeconstraintsandcompetingdemandsontheirattention.Inaddition,teachersmaynothaveaclearunderstandingofwhatmakesfeedbackeffective,particularlyinthecontextofhighschoolEnglishwriting.Recentscholarshipintheareaofthezoneofproximaldevelopment(ZPD)theory,however,offersnewinsightsthatcanhelpteachersimprovetheeffectivenessofwrittenfeedback. TheoreticalFramework TheZPDisaconceptdevelopedbyLevVygotskyinthefieldofdevelopmentalpsychology.TheZPDreferstothedistancebetweenastudent’scurrentlevelofknowledgeandtheirpotentiallevelofintellectualfunctioning.AccordingtoVygotsky,learnerscanonlymakeprogressiftheyaregiventasksthatarejustslightlybeyondtheircurrentlevelofability,butstillwithintheirZoneofProximalDevelopment.Therefore,providingfeedbackthatchallengesstudentstoextendtheirZoneofProximalDevelopmentcanhelpthemimprovetheirwritingskills. ThecurrentstudyexamineshowtheZPDtheorycanbeappliedtowrittenfeedbackinhighschoolEnglishwriting.Specifically,thestudylooksathowteachersprovidefeedbacktos