大学英语写作教学中同伴互评效果的比较研究——基于135名学生的分组对照实验

Peer review in college English writing class:Based on the experiment for 135 students

同伴互评虽起源于国外母语写作教学课堂,却已在国内二语写作教学实践中使用并发挥了很大优势。为探讨同伴互评在国内英语写作教学实践中使用的情况,对南京信息工程大学2008级理工科类专业135名学生进行了实证调查。结果表明:实验班学生作为反馈施与者能更好地把握写作主题和文章结构层次等宏观技巧,而对照班学生则能更准确地把握语言表达细节等微观层面的问题;实验班和对照班高分组收益情况不存在明显差异,中间组是本次实验的最大受益者,实验班低分组的学生更能取得作文宏观技巧的提高。

Although peer review originates from the native writing class,it has been shown to be beneficial in many second-language writing classrooms.The purpose of this study is to determine the benefits of peer review to the students with different English proficiency levels.Results indicate that： students in the experimental class do better in grasping the theme and structure of an article while the students in control group show more skills in using proper words when writing.Students at the intermediate proficiency level made more progress than those at the higher proficiency level,and the students with lower proficiency level in the experimental class achieve more in grasping the theme and structure of an article.