EFL写作中教师反馈和同伴反馈结合实践探析

在EFL教学领域,已有大量有关写作反馈的研究,但结果不尽相同。不少研究者主张将教师反馈和同伴反馈等各种反馈形式结合起来。本研究在广泛调查写作反馈现状及写作者对反馈认知情况的基础上,尝试进行教师反馈和同伴反馈的结合实践探讨。结果表明:单纯的教师反馈不能充分发挥反馈的作用,单纯的同伴反馈不具备实际可行性;同伴反馈和教师反馈的结合,能提高学生作文的修改质量,同时有助激发学生自主积极性;同伴反馈与教师反馈结合,小组同伴反馈优于个人同伴反馈;同伴反馈应该先于教师反馈。当然,这种结合方式也不可能是一刀切或一成不变,要根据实际情况进行局部微调,满足教学环境和教学个体情况。

In the teaching field of EFL, lots of researches have been done on writing feedback with various results. Many researchers advise combining the teacher＇s feedback and peer feedback. The paper aims to explore into the practice of such combination on the basis of the wide-ranging survey about the current situation of EFL writing feedback and writers＇ perception towards writing feedback. The experimental results are as follows： Mere teacher＇s feedback fails to fully play the role of writing feedback, while mere peer feedback is not appropriate for actual application; The combination of the teacher＇s feedback and peer feedback helps to improve the modifying quality of students＇ writing, and to arouse autonomy in students as well; Through the practice of the combining two kinds of writing feedback, the author may also safely conclude that the group peer feedback is superior to individual peer feedback and that the peer feedback should be first applied in advance of teacher＇ feedback. Such combination is certainly not universal and invariable, and macro-adjustments should be made to match the teaching environment and teaching individuals according to the practical situation.