中美跨洋写作互动中同伴反馈类型的对比研究
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摘要
本研究通过对比中美同伴反馈类型的分布、出现频率和学习者对评论的反思,调查跨洋互动写作活动中的中美同伴反馈类型。数据包括同伴反馈文本、修改报告和后续访谈,分析显示,中美同伴的总体反馈类型并无明显差异,均为指正性反馈数量最多,肯定性反馈次之,其他类型反馈最少。然而,双方反馈类型的出现频次存在显著性差异,主要体现为批判与读者友好、权威对话与平等对话和静态文本与动态话语等三个方面。
As one of B-learning practice, mixed peer response groups consisting of both native English speakers and English as a Second Language(ESL) students are often seen in mainstream ESL composition classes. A few researchers have examined the effects of peer feedback on writing skills, language and cultural awareness of ESL students in mixed groups, but little research has explored the similarities and differences of peer feedback types in a mixed group. The study investigates Sino-US peer feedback types in a Cross-Pacific online exchange by contrasting their distributions and frequencies as well as learners' reflections around feedback. Data included peer feedback discourses, review reports and a follow-up interview, which reveals no significant differences of peer feedback types between Chinese learners and American learners, showing critical feedback the largest, followed by affirmative feedback and others. However, their frequencies of types of peer feedback are significantly different in three aspects, including criticism vs reader friendly, authoritative dialogue vs equal dialogue and static text vs dynamic discourse.
As one of B-learning practice, mixed peer response groups consisting of both native English speakers and English as a Second Language(ESL) students are often seen in mainstream ESL composition classes. A few researchers have examined the effects of peer feedback on writing skills, language and cultural awareness of ESL students in mixed groups, but little research has explored the similarities and differences of peer feedback types in a mixed group. The study investigates Sino-US peer feedback types in a Cross-Pacific online exchange by contrasting their distributions and frequencies as well as learners' reflections around feedback. Data included peer feedback discourses, review reports and a follow-up interview, which reveals no significant differences of peer feedback types between Chinese learners and American learners, showing critical feedback the largest, followed by affirmative feedback and others. However, their frequencies of types of peer feedback are significantly different in three aspects, including criticism vs reader friendly, authoritative dialogue vs equal dialogue and static text vs dynamic discourse.
引文
Allen,D.& A.Katayama.2016.“Relative second language proficiency and the giving and receiving of written peer feedback”.System 56.pp96-106.
Bakhtin,M.M.1981.The Dialogic Imagination.Four essays.Austin,TX:University of Texas Press [(C.Emerson & M.Holquist,Trans.) Original work published 1935].
Bakhtin,M.M.In P.Morris (Ed.).1994.The Bakhtin Reader:Selected Writings of Bakhtin,Medvedev,and Voloshinov.New York,NY:Bloomsbury Academic.
Bradley,L.2014.“Peer-reviewing in an intercultural wiki environment-student interaction and reflections”.Computers and Composition 34.pp80-95.
Carless,D.,D.Salter,M.Yang,& J.Lam.2011.“Developing sustainable feedback practices”.Studies in Higher Education 36(4).pp395-407.
Carson,J.G.& G.L.Nelson.1996.“Chinese students' perceptions of ESL peer response group interaction”.Journal of Second Language Writing 5.pp1-19.
Cumming,A.1989.“Writing expertise and second language proficiency”.Language Learning 39.pp 81-141.
Dussias,P.E.2006.“Morphological development in Spanish-American telecollaboration”.In J.Belz & S.Thorne (eds.),Internet-mediated Intercultural Foreign Language Education (pp.121-146).Boston:Heinle & Heinle.
Gielen,M.& B.De Wever.2015.“Structuring peer assessment:Comparing the impact of the degree of structure on peer feedback content”.Computers in Human Behavior 52.pp315-325.
Hattie,J.& H.Timperley.2007.“The power of feedback”.Review of Educational Research 7(1) .pp81-112.
Helm,F.& S.Guth.2010.“The multifarious goals of telecollaboration 2.0”.In S.Guth & F.Helm (eds.),Telecollaboration2.0-telecollaboration in Education (pp.69-106).Bern,Switzerland:Peter Lang.
Hu,G.2005.“Using peer review with Chinese ESL student writers”.Language Teaching Research 9.pp321-342.
Lee,L.& A.Markey.2014.“A study of learners' perceptions of online intercultural exchange through Web 2.0 technologies”.ReCALL 26.pp281-297.
Liu,J.& J.Hansen.2002.Peer Response in Second Language Writing Classrooms.Ann Arbor:University of Michigan Press.
Luo,T.2016.“Enabling microblogging based peer feedback in face to face classrooms”.Innovations in Education and Teaching International 53(2).pp156-166.
Merkel,W.2018.“Role reversals:A case study of dialogic interactions and feedback on L2 writing”.Journal of Second Language Writing 39.pp16-28.
Perpignan,H.2003.“Exploring the written feedback dialogue:A research,learning and teaching practice”.Language Teaching Research 7(2).pp259-278.
Strijbos,J.W.,A.L,Martens,F.J.Prins,& W.M.G.Jochems.2006.“Content analysis:What are they talking about”?Computers & Education 46.pp29-48.
Wager,W.& S.Wager.1985.“Presenting questions,processing responses,and providing feedback in CAI”.Journal of Instructional Development 8(4).pp2-8.
Zhu,W.2001.“Interaction and feedback in mixed peer response groups”.Journal of Second Language Writing 10.pp251-276.
刘立新、游晓晔,2018,基于跨文化修辞学视角的跨洋互动写作教学活动设计,《现代外语》第2期。
裘莹莹,2018,书面同伴反馈的界定,《中北大学学报》第6期。
许春燕、张军,2018,跨洋互动在线写作教学对中国学生英语书面语的影响,《现代外语》第2期。
许春燕、张军、战菊,2017,动态系统论视角下跨洋互动写作课程作文的复杂度、准确度和流利度研究,《中国外语》第6期。
薛红果,2011,网络环境下美国同伴的反馈对中国学生英语写作能力影响的个案研究,《外语电化教学》第1期。
郑超、杜寅寅、伍志伟,2013,《中美学生英语“跨洋互动”行动研究与语料分析》,北京:科学出版社。
Bakhtin,M.M.1981.The Dialogic Imagination.Four essays.Austin,TX:University of Texas Press [(C.Emerson & M.Holquist,Trans.) Original work published 1935].
Bakhtin,M.M.In P.Morris (Ed.).1994.The Bakhtin Reader:Selected Writings of Bakhtin,Medvedev,and Voloshinov.New York,NY:Bloomsbury Academic.
Bradley,L.2014.“Peer-reviewing in an intercultural wiki environment-student interaction and reflections”.Computers and Composition 34.pp80-95.
Carless,D.,D.Salter,M.Yang,& J.Lam.2011.“Developing sustainable feedback practices”.Studies in Higher Education 36(4).pp395-407.
Carson,J.G.& G.L.Nelson.1996.“Chinese students' perceptions of ESL peer response group interaction”.Journal of Second Language Writing 5.pp1-19.
Cumming,A.1989.“Writing expertise and second language proficiency”.Language Learning 39.pp 81-141.
Dussias,P.E.2006.“Morphological development in Spanish-American telecollaboration”.In J.Belz & S.Thorne (eds.),Internet-mediated Intercultural Foreign Language Education (pp.121-146).Boston:Heinle & Heinle.
Gielen,M.& B.De Wever.2015.“Structuring peer assessment:Comparing the impact of the degree of structure on peer feedback content”.Computers in Human Behavior 52.pp315-325.
Hattie,J.& H.Timperley.2007.“The power of feedback”.Review of Educational Research 7(1) .pp81-112.
Helm,F.& S.Guth.2010.“The multifarious goals of telecollaboration 2.0”.In S.Guth & F.Helm (eds.),Telecollaboration2.0-telecollaboration in Education (pp.69-106).Bern,Switzerland:Peter Lang.
Hu,G.2005.“Using peer review with Chinese ESL student writers”.Language Teaching Research 9.pp321-342.
Lee,L.& A.Markey.2014.“A study of learners' perceptions of online intercultural exchange through Web 2.0 technologies”.ReCALL 26.pp281-297.
Liu,J.& J.Hansen.2002.Peer Response in Second Language Writing Classrooms.Ann Arbor:University of Michigan Press.
Luo,T.2016.“Enabling microblogging based peer feedback in face to face classrooms”.Innovations in Education and Teaching International 53(2).pp156-166.
Merkel,W.2018.“Role reversals:A case study of dialogic interactions and feedback on L2 writing”.Journal of Second Language Writing 39.pp16-28.
Perpignan,H.2003.“Exploring the written feedback dialogue:A research,learning and teaching practice”.Language Teaching Research 7(2).pp259-278.
Strijbos,J.W.,A.L,Martens,F.J.Prins,& W.M.G.Jochems.2006.“Content analysis:What are they talking about”?Computers & Education 46.pp29-48.
Wager,W.& S.Wager.1985.“Presenting questions,processing responses,and providing feedback in CAI”.Journal of Instructional Development 8(4).pp2-8.
Zhu,W.2001.“Interaction and feedback in mixed peer response groups”.Journal of Second Language Writing 10.pp251-276.
刘立新、游晓晔,2018,基于跨文化修辞学视角的跨洋互动写作教学活动设计,《现代外语》第2期。
裘莹莹,2018,书面同伴反馈的界定,《中北大学学报》第6期。
许春燕、张军,2018,跨洋互动在线写作教学对中国学生英语书面语的影响,《现代外语》第2期。
许春燕、张军、战菊,2017,动态系统论视角下跨洋互动写作课程作文的复杂度、准确度和流利度研究,《中国外语》第6期。
薛红果,2011,网络环境下美国同伴的反馈对中国学生英语写作能力影响的个案研究,《外语电化教学》第1期。
郑超、杜寅寅、伍志伟,2013,《中美学生英语“跨洋互动”行动研究与语料分析》,北京:科学出版社。