大学英语写作中的同伴反馈研究_英语论文

A Study on Peer Feedback in College EFL Writing

摘要

写作课堂上的同伴反馈是一种学生在课上结对进行阅读习作并提出修改意见的合作性写作教学活动，是过程教学法的重要环节之一。同伴反馈对写作者、反馈者以及教师都有一定的积极影响，但同伴反馈的成功实施主要受到了来自老师和学生这两方面因素的影响，所以教师在大学英语写作课堂上实施同伴反馈前应先对学生进行系统的培训并采用“i+1”模式进行分组；在课上不仅要组织多样化的反馈活动，还要为反馈过程制定标准；最后根据反馈的成果，教师应对学生写作时常犯的错误进行认真的分析和归类，从而优化同伴反馈的实施效果来提高大学生的英语写作水平。

关键词：大学英语；写作教学；同伴反馈；教师反馈；培训

Abstract

Peer feedback is one cooperative activity conducted in the writing class that requires students to read others’ articles and give suggestions for improving the drafts and it is one key component of process-oriented teaching approach. Peer feedback is beneficial to writers, responders as well as teachers while the successful implementation of peer feedback will be hindered by some factors from teachers and students. Thus, teachers are suggested to provide effective training and adopt dynamic “i+1” group mode before the revision, organize multi-level peer activities and set criteria during the feedback, analyze and classify the types of students’ errors after receiving feedback sheets so as to optimize the effectiveness of peer feedback and improve college students’ writing proficiency.

Key words: college English; writing teaching; peer feedback; teacher feedback; training

Contents

Introduction 1

1. The overview of peer feedback 2

1.1 The definition of peer feedback 2

1.2 The value of peer feedback 2

1.2.1 Being beneficial to writers 2

1.2.2 Being rewarding to responders 3

1.2.3 Being profitable to teachers 3

1.3 Previous findings of teacher feedback and peer feedback 4

2. Relevant theories of peer feedback 4

2.1 The Process-oriented Writing Approach 4

2.2 The Zone of Proximal Development Theory 5

2.3 The Interaction Hypothesis 6

2.4 The Cooperative Learning Theory 7

3. Influencing factors of peer feedback in college EFL writing 8

3.1 Teachers’ perspective 8

3.1.1 In-class guidance 8

3.1.2 Out-of-class instruction 8

3.2 Students’ perspective 9

3.2.1 The learning habit 9

3.2.2 The evaluating ability 9

3.2.3 The psychological barrier 9

4. Some practices of peer feedback in college EFL writing 10

4.1 Ensuring effective pre-revision training 10

4.2 Adopting dynamic “i+1”group mode 11

4.3 Organizing multi-level classroom activities 12

4.4 Changing teacher’s role 13

Conclusion 13

References 15