远程英语写作书面反馈模式与生态链构建

Mode and Eco-Chain Construction of English Written Feedback in Distance Education

写作反馈是读者向作者的输入,其目的是为作者修改文章提供信息,它具有评价、知识传递、促进学习的功能。写作反馈的理论基础主要包括语言输出假设、语言输入假设和二语习得整合理论。纵观国内近20年二语写作反馈研究成果,主要集中在书面反馈模式、反馈效果、影响反馈效果的因素三个方面。反馈模式主要有教师反馈、同伴反馈、教师与同伴反馈相结合模式、电子智能反馈模式四种。制约和影响反馈效果的因素主要有反馈接收者、反馈发出者和反馈方式三个方面。反馈效果是反馈研究最为关注的核心问题,反馈的最终目的在于使学生能够内化反馈的知识点。在远程教学中,由于教与学时空分离、学生基础薄弱、师生比例太大,这给远程写作教学带来新的挑战。构建一种"写作-反馈-内化"的写作反馈生态链是应对这一挑战的新思路。生态链中的"写作"不断输出学习者对语言知识的假设,"反馈"不断发现和修正学习者在语言学习过程中的错误假设,"内化"则不断地运用已有知识吸收语言知识的正确假设。通过不断循环,能够保证远程学习者语言学能和写作能力的不断提高。

The feedback given on essay-writing is actually the input from readers to writers to offer some advice for writers＇ reference. The written feedback is made to evaluate writers＇ essays, transmit knowledge from readers to writers and facilitate writers＇ learning. The theoretical foundation of written feedback consists of Output Hypothesis, Input Hypothesis and Integration Hypothesis. After a review of the researches on domestic written feedback in L2 writing field in the past 20 years, it＇s obviously concluded that the researches mainly focus on three aspects as follows： （1） 4 modes of feedback： teacher feedback, peer feedback, the integration of both and automatic feedback from writing software;（2） effects of feedback; （3） 3 factors influencing the effects： writers who receive feedback, readers who offer feedback and the types of feedback. Among the three aspects mentioned above, the second one is the core issue which has attracted most researchers＇ attention because the ultimate purpose of these researches lies in the internalization of language points listed in the given feedback. However, the three typical characteristics of open and distance education, such as the separation of space and time in teaching and learning, the students＇ weak subject knowledge and over-proportion of students to teachers, have posed new challenges to the teaching of English writing. Constructing an eco-chain among writing, feedback and internalization is just the right approach to take the challenge, with writing to output students＇ hypothesis on language knowledge, feedback to spot and correct students＇ wrong hypothesis in language learning and internalization to intake the right hypothesis with the help of what one has already mastered. By the constant cycling of these three components of the eco-chain, the enhancement of distance learners＇ language aptitude and writing ability can be assured.