二语写作同伴反馈对学生学习动机和自我认同的影响研究

Theeffect of peer feedback in second language writing class on students' learning motivation and self-identity

学习动机和自我认同是二语学习者在学习目标语过程中的两个重要情感因素。学习动机能够激发学习者进行学习活动;自我认同是二语学习者在追求学习目标时,对自身与社会关系的认知。目前,英语学习的重要性逐渐提高,学生在语言学习过程中的情感因素也逐步受到学界重视,二语写作教学中的同伴反馈对二语学习者学习动机和自我认同的影响亟待探讨。该项研究以90名英语专业本科生为研究对象,采用问卷调查、访谈、课堂观察和反思日记等研究工具,探究二语写作同伴反馈、学生学习动机和自我认同之间的关系。研究结果显示,二语写作同伴反馈有助于提升学生学习动机强度和语言自信,转变学生文化认同,为后续的语言学习做好情感和心理上的准备。

Learning motivation and self-identity are two important emotional factors in the process of second language learning. Learning motivation can stimulate learners to engage in learning activities;Self-identity is the cognition of the relationship between self and society when the second language learner pursues the learning goal. Currently the importance of English learning has gradually increased,and students’ emotional factors in second language learning have been paid more and more attention in the academic community. The influence of peer feedback on the learning motivation and self-identity of second language learners in second language writing teaching needs to be discussed.This study takes 90 English major undergraduates as research subjects,using questionnaires,interviews,classroom observations,reflective diaries,etc. to explore the relationship between second-language writing peer feedback,student learning motivation and self-identification. The research results show that the second-language writing peer feedback can improve students’ learning motivation and language self-confidence,change students’ cultural identity,and make emotional and psychological preparation for subsequent language learning.