大学英语写作教学中小组同伴互评+教师反馈功效研究

On the Effect of Group Peer Review Combining with Teacher Feedback in English Writing for Non-English Majors

在社会建构主义和二语习得理论指导下,采取以学生为中心的过程写作教学模式,对非英语专业学生进行小组同伴互评实验,结果发现:小组同伴互评是教师反馈的有益补充形式,有助于学生在写作过程中相互交流、协商与修正,能促使他们增强自信心、自主性和团队合作精神,降低写作焦虑感,培养其批判性思维能力。小组同伴互评+教师反馈模式对学生写作能力的发展有显著影响,有助于促进学生英语写作中知识构建与内化。

Guided by the social constructivism and second language acquisition theory,the teaching model of students-centered and process-oriented writing is taken to do group peer review among non-English majors.The results indicate that group peer review,as a complementary form for the teacher feedback,is beneficial for promoting students’communication,consultation and revision in the writing process which can help them gain confidence,autonomy,teamwork spirit and lower anxiety,foster their critical thinking ability.Combined with teacher feedback,it has generated a significant effect on the development of students’writing ability as well as virtually enabled students to improve their knowledge construction and internalization in the writing process.