作为二语写作的重要教学手段,同伴互评研究蓬勃发展。但同伴回评的研究非常有限。文章以社会文化为理论依据,基于Peerceptiv同伴互评系统的54篇学术写作文本一稿、二稿以及460条同伴回评为研究语料,通过文本和数据分析,研究不同水平的...作为二语写作的重要教学手段,同伴互评研究蓬勃发展。但同伴回评的研究非常有限。文章以社会文化为理论依据,基于Peerceptiv同伴互评系统的54篇学术写作文本一稿、二稿以及460条同伴回评为研究语料,通过文本和数据分析,研究不同水平的学生在回评评语的语言特征及其对同伴评语的情感态度。结果显示,1) 高分组和低分组的学生在回评类型上具有一致性,其中认知成分最为丰富;2) 两组学生回评子类的出现频次差异显著。3) 高分组对同伴互评及同伴评语持更为积极的态度,认可同伴评语的价值并能自行提出修改方案;低分组的积极程度略低,态度更加模糊,且更依赖同伴给出直接的修改方案。As a significant instructional technique in second language writing, research on peer feedback has flourished. However, studies specially focusing on peer backward evaluation are still limited. Grounded in sociocultural theory, this study utilized 54 academic writing texts from the Peerceptiv, the peer evaluation system, including first drafts, revised drafts, and 460 peer feedback comments, as research data. Through textual and data analysis, the study investigated the linguistic features of peer back evaluation comments and students’ emotional perceptions of peer comments. The results reveal that: 1) Students in both high and low-scoring groups demonstrate consistency in types of peer backward evaluation, with cognitive components being the most abundant;2) Significant differences exist in the frequency of occurrence of subtypes of backward evaluation between the two groups of students;3) Students in the high-scoring group exhibit a more positive attitude towards peer evaluation and peer feedback, recognizing the value of peer comments and being capable of proposing revision strategies independently. Conversely, students in the low-scoring group demonstrate slightly lower positivity, with more ambiguous attitudes and a greater reliance on peers for direct revision suggestions.展开更多
文摘作为二语写作的重要教学手段,同伴互评研究蓬勃发展。但同伴回评的研究非常有限。文章以社会文化为理论依据,基于Peerceptiv同伴互评系统的54篇学术写作文本一稿、二稿以及460条同伴回评为研究语料,通过文本和数据分析,研究不同水平的学生在回评评语的语言特征及其对同伴评语的情感态度。结果显示,1) 高分组和低分组的学生在回评类型上具有一致性,其中认知成分最为丰富;2) 两组学生回评子类的出现频次差异显著。3) 高分组对同伴互评及同伴评语持更为积极的态度,认可同伴评语的价值并能自行提出修改方案;低分组的积极程度略低,态度更加模糊,且更依赖同伴给出直接的修改方案。As a significant instructional technique in second language writing, research on peer feedback has flourished. However, studies specially focusing on peer backward evaluation are still limited. Grounded in sociocultural theory, this study utilized 54 academic writing texts from the Peerceptiv, the peer evaluation system, including first drafts, revised drafts, and 460 peer feedback comments, as research data. Through textual and data analysis, the study investigated the linguistic features of peer back evaluation comments and students’ emotional perceptions of peer comments. The results reveal that: 1) Students in both high and low-scoring groups demonstrate consistency in types of peer backward evaluation, with cognitive components being the most abundant;2) Significant differences exist in the frequency of occurrence of subtypes of backward evaluation between the two groups of students;3) Students in the high-scoring group exhibit a more positive attitude towards peer evaluation and peer feedback, recognizing the value of peer comments and being capable of proposing revision strategies independently. Conversely, students in the low-scoring group demonstrate slightly lower positivity, with more ambiguous attitudes and a greater reliance on peers for direct revision suggestions.
