国内EFL写作教师书面反馈研究现状及启示

A Review of Teachers' written feedback in EFL Writing in China and Its Implications

教师书面反馈的形式以及促学效果一直是英语写作反馈研究的焦点。本文对近10年来国内EFL写作中有关英语教师在反馈来源、反馈内容、反馈形式和反馈评语的研究进行文献回顾,从实验设计、反馈形式及研究视角等方面探究未来教师书面反馈研究的发展趋势,以期对国内EFL写作教学探索有效的反馈形式研究提供启示。研究表明:尽管何种反馈来源、反馈内容、反馈形式和反馈评语促学效果最佳仍存争议,但同伴反馈和电子反馈的辅助作用已成共识;语言形式反馈与内容反馈相结合较受学生欢迎;不同水平学生对于直接反馈程度的需求和反馈评语的需求不同。对比过去,近年国内教师反馈研究方法更加多样化、研究视角多元化和研究内容扩大化。未来国内教师反馈研究需要进一步完善实验设计、扩大反馈内容、组合反馈类型和增加研究视角,从研究的深度和广度上多方面求证教师不同反馈形式的促学效果。

The types of teachers' written feedback and their effects have been the focuses of researches on feedback in EFL writing. This paper aims at providing some references and suggestions on the effective feedback types in EFL writing in China through reviewing the recent ten-year researches on teachers' written feedback in EFL writing in China from the perspectives of feedback source, content, types and comments, and exploring the future development of the researches from research design, feedback types, and research perspectives and so on.Literature research shows that the answers remain controversial on which kind of feedback source, feedback content, feedback type, and feedback comments are the best to students in EFL writing. However, the supplementary roles of peer feedback and electronic feedback are well recognized; form-focused feedback combined with content-focused feedback is popular with the students; the demand for the degree of feedback directness and feedback comments varies with the level of students. Compared to the past, recent domestic researches on teachers' feedback are more various in research methods, more diversified in research perspectives and extended more in research content. Future domestic research on teachers' feedback needs to make efforts on designing the experiment, expanding the feedback content, combining different feedback types and broadening research perspectives in order to further verify the effectiveness of teachers' written feedback.