摘要
随着过程写作法的提出和盛行,同伴反馈受到研究者的重视。本文对同伴反馈的理论基础和相关研究进行整理与分析,指出其在二语写作中不可或缺的作用。通过梳理分析发现:(1)学生对同伴反馈持积极肯定态度,并能有效利用同伴反馈意见修改作文;(2)作为教师反馈的有效补充,同伴反馈能帮助学生认识错误,提高写作水平;(3)小组同伴反馈有多种形式,其中由不同学习水平的学生组成的混合小组的同伴反馈效果更好;(4)优化的同伴反馈和在线的同伴反馈具有各自独特的优势。本文最后探讨了同伴反馈对二语写作教学的启示。
With the development of the process approach,peer feedback has received much attention.This paper analyses the theoretical background of peer feedback and the vast number of empirical studies dedicated to peer feedback in the field of L2 writing.These studies can be roughly divided into five categories and it is found that： 1） students＇ perception towards peer feedback is positive,which motivates them to incorporate peer comments in their subsequent writing;2） as a supplement to teacher feedback,peer feedback can help learners identify their mistakes and improve their writing;3） peer feedback can be implemented in various ways among which mixed peer-groups with students of different levels are more effective;4） trained peer feedback and online peer feedback have its own merits;and 5） as a product of the Information Age,online peer feedback is advantageous.The paper concludes by a discussion of the pedagogical implications that peer feedback has for the teaching of English writing in China.
出处
《中国海洋大学学报（社会科学版）》
CSSCI
2012年第3期104-109,共6页
Journal of Ocean University of China(Social Sciences)
