欧阳教授发言.pptVIP

Towards a learner-, and learning-centered marking in the course of English Writing Dr Huhua Ouyang Faculty of English and Culture, GDUFS Outline Problematic of the traditional teacher-centered marking A learner-/learning-centered marking approach The experiment Discussion 1. The Problematic The traditional practice of marking: Teacher-centered One-to-one basis Prescriptive Long working hours Tedious repetition Superficial correction Low efficacy How do students take the marking? Most concern with the marks only Few use it as motivator or reference The marked errors persistently keep coming back to the teacher marker’s frustration, e.g., tenses, punctuation, spelling, sentence structure Analysis of the problematic A most stupid calculation 1 teacher x 5 minutes/per student 5 minutes x 120 students biweekly Total cost = 600 minutes YET Total effect = 5 minutes!!! Analysis of the problematic 2. All errors = No errors Marking all errors each time wherever they appear Limited time limits the marking to the most OBVIOUS errors Results: no systematic focused analysis of errors related to discourse or rhetoric culture Analysis of the problematic 3. Writing as a once-for-all product One-time only feedback No chances for clarification, negotiation, and detailed explanation No room for discussing intended and the received, the causes, and feelings Analysis of the problematic 4. For the teacher’s eyes only A teacher with bias and idiosyncrasy A teacher that means all judgments A teacher that ‘always understands and knows’ No training for native and critical reader, of various background Analysis of the problematic 5. The teacher as the ONLY evaluator or authority Interacting only with the vertically superior Ownership of writing as privacy only reserved for the trustworthy father figure Once without the authority = no sense of motivation, no sense of psychological security No trust for power equivalents/peers Analysis of the problematic 6. The marking is oft