摘要
本研究探讨同伴评价在英语专业写作教学中的可行性和有效性。研究结果表明:学生认可同伴评价的方式,对同伴评价持积极肯定的态度;学生被证明具备评价他人作文的能力,他们和教师的评分具有很高的一致性;同伴评价使学生作文在内容、结构和语言上都有很大的改进。因此只要设计合理、操作严谨,同伴评价可以作为一种有效的评价方式,融入到写作教学中,促进英语专业的学习。
The present research intends to investigate the feasibility and efficacy of peer assessment in EFL writing instruction by implementing a peer assessment model in an EFL writing course for English majors. 24 sophomores from Beijing Normal University participated in the one-semester experiment. Results show that learners generally hold positive attitude towards peer assessment. Quantitative data have proved that the students are capable and objective assessors. Positive effects on their writings have been reported about the improvements in content, organization and language. Therefore, if planned and implemented properly, peer assessment can serve as an effective alternative assessing method in L2 writing instruction.
出处
《外语教学理论与实践》
CSSCI
北大核心
2009年第2期47-53,共7页
Foreign Language Learning Theory And Practice
