二语者与母语者的同伴反馈类型对比研究

A Comparative Study of Type of Peer Feedback from Native Speakers and Non-native Speakers

二语者与母语者的同伴反馈类型没有明显差异,都是认知反馈数量最多,元认知反馈次之,情感反馈最少。但是,双方同伴反馈类型的出现频次存在显著性差异,中方学习者侧重于负面反馈,而美方更关注正面反馈;中方学习者的主题阐释类反馈明显多于美方,而美方关于任务知识和策略知识的元认知反馈更多。研究表明,经历了同伴互评培训的二语学习者和母语者的同伴反馈类型之间具有一致性,证实了同伴反馈的可靠性;中美同伴反馈类型分布的不同体现了中美文化和教学理念的差异。

No significant differences of peer feedback types between ESL students and native speakers,showing cognitive feedback the largest,followed by metacognitive feedback and affective feedback. However,their frequencies of types of their peer feedback are significantly different. Chinese learners focus on negative feedback,while American learners pay more attention to positive feedback;The number of elaboration on theme from Chinese learners is more than that from American learners,while the number of metacognitive feedback on task knowledge and strategy knowledge from American learners is more than that from Chinese learners. The study demonstrates the types of online peer feedback is consistent between ESL students experiencing peer feedback training and native speakers,which confirms the reliability of peer feedback. Meanwhile the different frequencies reflect the differences of culture and teaching philosophy between China and America.