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作为教师书面反馈有益的必要补充,同伴反馈在国外被广泛应用于二语/外语写作教学中,在提高学习者的作文质量与教师书面反馈中起着同等重要的作用;近10年来,这一反馈源也被用于国内的EFL写作教学,课堂教师和学习者对其作用也给予了肯定。对近30年国内外22种语言学主要期刊论文的统计结果表明:国外从事二语写作教学的学者们主要从5个视角探讨了同伴反馈在提高学习者作文质量及总体写作水平中的作用,但国内在这一方面的研究量相对匮乏,视角也比较单一。我们从这5个视角对国内外的研究和发现进行了梳理,指出过去这一领域的研究在研究的设计、研究的内容和教学实践中可操作性等方面存在的不足,希望能在此基础上对国内的EFL写作教师如何从事这方面的研究和如何在课堂上实施同伴反馈提供借鉴。
As a necessary complement to teachers ’written feedback, peer feedback is widely used in second language / foreign language writing teaching in foreign countries. It plays an equally important role in enhancing learner’s composition quality and teachers’ written feedback. In the past 10 years, Feedback sources have also been used in EFL writing teaching in the country, and class teachers and learners have also affirmed their role. The statistical results of 22 major linguistics journals at home and abroad in the past 30 years show that the scholars engaged in teaching second language writing mainly discussed the role of peer feedback in improving the quality of writing and overall writing of learners from five perspectives. However, the relative amount of research in this area in China is relatively scarce and the perspectives are relatively simple. Based on these five perspectives, we sort out the research and findings both at home and abroad, and point out that the research in the past in this field is not enough in the aspects of the design of the research, the content of the research and the operability in the teaching practice On the domestic EFL writing teachers how to engage in research in this area and how to implement peer feedback in the classroom to provide reference.