论文部分内容阅读
英语写作教学中的同伴反馈是教师反馈的补充。本研究旨在通过数据分析和样本收集找出同伴反馈的特征,探索同伴反馈的有效使用。本研究发现,在同伴反馈中,较之针对语言与语法的反馈,针对内容与结构的反馈受反馈者采纳率更高,且差异显著。在针对语言与语法的反馈中,不同类型错误的反馈采纳率差异显著,针对语法错误的反馈采纳率高于针对词汇错误的反馈采纳率。大部分学习者对同伴反馈持赞同态度,且对为同伴提供反馈有较强的信心。学生的反馈评语体现了读者意识,具有针对性,并能提出具体的修改方法。
Peer feedback in English writing teaching complements teacher feedback. The purpose of this study is to identify the characteristics of peer feedback through data analysis and sample collection and to explore the effective use of peer feedback. This study found that companion feedback, compared with the feedback for the language and grammar, the content and structure of the feedback by the respondents adoption rate is higher, and the difference is significant. Among the feedbacks on language and grammar, the feedback adoption rates of different types of errors are significantly different, the feedback adoption rate of grammatical errors is higher than the feedback adoption rate of lexical errors. Most learners agree with peer feedback and have strong confidence in providing feedback to their peers. Student feedback comments reflect the reader’s awareness, pertinence, and can propose specific ways to modify.