“读后续写+同伴互评”对英语写作的促写影响

Study of the Impact of“the Continuation Task+Peer Review”on English Writing

王初明教授提出的续理论认为“续”是激活所有促学语言的主要因素和有效提高语言学习和教学效率的新途径。文章在英语专业写作课程平行班级中设置“读后续写+同伴互评”为实验组,设置“话题作文+同伴互评”为对照组,以此探索“读后续写+同伴互评”写作教学模式的促写效果。实验数据中前测、后测、学期末测试成绩变化表明,二者在中长期都有明显的促写效果,“读后续写+同伴互评”模式的促写效果优于“话题作文+同伴互评”模式。

Professor Wang Chuming's Xu Argument suggests that“continuation”is crucial for triggering language learning prompts and offers a novel approach to improving language acquisition and teaching efficiency.In this article,two parallel English writing classes were compared:one participated in“the continuation task+peer assessment”,while the other engaged in“topic-based composition+peer review.”The aim was to evaluate how“the continuation task+peer review”method affected English writing.Analysis of pre-test,post-test,and end-of-semester scores revealed significant,long-term improvements in writing prompts for both groups,with the“the continuation task+peer review”group showing superior effectiveness compared to the latter group.