英语写作同伴反馈漏改错误分析及其教学启示

Analysis of missed errors in peer-edited writing and its teaching implication

同伴反馈作为过程法写作中的一个重要环节,虽然得到了英语写作教学界的广泛应用,但其具有一定的局限性,即:同伴反馈可以使错误遗漏。本文通过对英语专业二年级学生的实证研究,发现同伴反馈遗漏错误的类型主要体现在动词形态的相应变化、句子结构、词汇与短语的使用等方面。其教学启示在于多样化反馈必不可少、教师任务进一步明晰化、而分组方式有待跟踪实证研究,从而使同伴反馈这一教学环节产生更好的教学效果。

Peer editing, as an important procedure in process writing, has its limitations. Through an experimental study on second-year college English majors, this paper finds that the main types of missed errors in peer-edited drafts are misuse of verbs, sentence structures and wrong words or phrases. Complementary strategies are proposed in order for peer editing to optimize its value in the teaching of writing.