研究生英语写作中的同伴反馈

Peer Feedback in Graduates′ English Writing

针对英语写作中同伴反馈的现状———重语言轻内容,采取实验、问卷调查和课堂观察相结合的 方法,研究在对学生进行一定的培训之后,能否提高同伴反馈的质量和数量,同时分析学生在自我 修改的过程中所采取的多样化的策略。结果表明培训之后学生能够在内容上给出较多的反馈,学 生的自我修改在培训前后没有很大的变化,都集中在内容的修改。

This experiment, applying the methods of writing practice, class observation and questionnaire, explores whether the students′ peer feedback——often with more emphasis on language than on content, can be improved both qualitatively and quantitatively after some training. The various strategies the learners adopt in their self-revision are studied to see whether there is some difference before and after training. The results show that the learners can give more content-based feedback after training and the strategies used in their self-revision before and after training both involve more feedback on content.