Abstract: It is widely accepted that second language writing (L2 writing) is of vital importance to L2 learning. To learn L2 writing well, the crucial element of peer feedback has to be taken into consideration. So it is worthwhile to explore the effects of peer feedback in L2 writing. Based on a debate from Piagetian and Vygotskian views that whether symmetrical or asymmetrical peer feedback is more effective in L2 writing, this paper carries out a research participated by 60 university students and aims to investigate the differences between symmetrical and asymmetrical peer feedback in the following aspects: the adoption rate in revision of writing, the influence on writing quality, tutors’ and learners’ attitudes towards peer feedback. After careful collection and analysis of the experiment data, three conclusions are tentatively drawn: First, as to the adoption rate in revision, learners both in symmetrical and asymmetrical group adopt most of peer feedback. There is no significant difference between these two groups. Second, both symmetrical and asymmetrical peer feedback is beneficial to learner’s revised writing. The latter is a bit better than the former. Third, learners in both symmetrical and asymmetrical group hold positive attitudes toward peer feedback.

摘  要: 众所周知第二语言写作对第二语言学习至关重要。为了学好第二语言写作，必须重视同伴反馈这一因素。因此，第二语言写作中同伴反馈有效性这一问题值得研究。本文根据Piaget 与Vygotsky关于第二语言写作中对称性与非对称性同伴反馈何者更具有效性的观点之争，进行了一项由60名大学生参加的实验，旨在研究对称性与非对称性同伴反馈在如下方面的异同：作文修改阶段的采纳率，对作文质量的影响，指导者和学习者对同伴反馈的态度。经过仔细收集并分析实验数据，暂时得出三项结论：一、作文修改阶段采纳率上，对称性和非对称性同伴反馈中的学习者都会吸收指导者的大部分反馈意见。两组之间没有明显区别。二、对称性和非对称性同伴反馈都对学习者的修改稿有明显促进作用。后者的作用稍大于前者。三﹑对称性和非对称性同伴反馈都得到了学习者的认可。
关键词：L2写作；对称；非对称；同伴反馈；有效性

“Peer response is the use of learners as sources of information and interactants for each other in such a way that learners assume roles and responsibilities normally taken on by a formally trained teacher, tutor, or editor in commenting on and critiquing each other’s drafts in both written and oral formats in the process of writing” (Liu & Hansen 2002:1) Two major theoretical stances that support peer feedback are Piaget’s theory of constructive evolution and Vygotsky’s social-cultural theory, both of which emphasized the great significance of peer collaboration and interaction in individual learning and development. However, the former held that only when participants are in symmetrical relations with similar cognitive ability and social status could effective intellectual exchanges be realized in the process of bidirectional interaction so as to facilitate their cognitive development. When the relationship is asymmetrical, the partner in the disadvantaged position is liable to accept the other’s ideas and opinions with no real understanding of them. On the contrary, Vygotsky suggested that asymmetrical relationship played much greater role for individual cognitive development. In other words, it is the collaboration with more experienced adults or more capable peers that boost the realization of children’s learning potentials within the zone of proximal development.