反馈视角下的英语过程写作法教学实践(英文)

Implementing Process Approach to EFL Writing with a Combined Use of Feedback

自20世纪70年代开始,英语写作教学领域产生了一场由关注写作成品到注重写作过程的转变。由此,过程写作教学法在英语写作教学领域日趋流行。过程教学法主张将写作看作是由构思、初稿、评估、修改等环节组合而成的一系列循环程序。在这个循环程序里,反馈是基本推动力。反馈,主要指教师反馈和同伴反馈,能促使写作者通过多稿修改提高写作水平。然而,在中国外语写作教学中,不论是教师反馈还是同伴反馈在提高学生写作水平层面都有其各自的局限性。在过程写作法指导的英语写作教学环节中通过有机结合教师和同伴反馈来提高学生的英语写作能力不失为一种有益的教学尝试。

Since 1970 s in the field of English writing pedagogy, there has been a shift from an emphasis on written product to writing process, which signifies the upsurge of process approach in English writing teaching. The process approach to English writing is generally characterized as a recursive procedure of prewriting, drafting, evaluating, and revising. For this recursive procedure, feedback is the drive, which steers the writer moving through the process of writing on to the product by multiple-draft revision. In process approach, both teacher feedback and peer feedback are vital to the improvement of student writers蒺 writing ability. Whereas, in Chinese EFL writing teaching, each of these two types of feedback has its drawbacks. Basing on an empirical teaching practice, we propose to implement process approach with a combined use of teacher feedback and peer feedback in the Chinese EFL writing classroom.