英语写作教学中同伴反馈法研究进展
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- 英文论文题名：Research Development of Peer Response on ESL Writing
- 论文作者：崔莹 ; 盖笑松
- 英文论文作者：Ying Cui ; Xiaosong Gai ; School of Psychology ; Northeast Normal University
- 年：2015
- 作者机构：东北师范大学心理学院;
- 论文关键词：过程教学法 ; 教师反馈 ; 同伴反馈
- 英文论文关键词：process approach to teaching writing ; teachers' comments as feedback ; peer response
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：H319.3;G441
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：785k
- 原文格式：D
- 会议级别：全国
摘要
英语写作教学中的同伴反馈是指学生们在写作课堂中对作文相互进行的评改。随着过程教学法在写作教学中的应用和发展,反馈作为过程教学法中的关键要素,其重要性逐渐凸显出来。反馈的主要来源是教师反馈和同伴反馈,而在实际英语写作教学中单纯的使用教师反馈有一定的主观性和局限性,因此同伴反馈在写作教学中的得到更多的关注。本研究旨在对英语写作教学中的同伴反馈法进行综述研究,从文献中了解国内外对同伴反馈的研究方法和研究进展,并对国内的英语写作教学中的反馈法提供建议和改进方法。目前,国内外对同伴反馈的研究主要基于几个方面:对同伴反馈法优势的说明,学生对待同伴反馈法态度的现状调查以及如何通过培训有效的提高同伴反馈法的质量等。而目前,对于如何提高同伴反馈法质量的研究相对较少,如何有效的培训学生的同伴反馈法需要更多的研究加以论证。研究表明,教师若在写作课堂中应用同伴反馈并对学生在使用该反馈法时加以培训,将会对学生的写作水平的提升有积极的影响。英语写作教学中同伴反馈法的研究对英语写作教学有积极的推动作用,不仅能够帮助教师摒弃传统的落后的反馈方式,同时也能够让学生真正的获得自主权,帮助学生提高写作能力,从而体现了过程教学法所倡导的以学生为中心的教学理念。
Peer response on second language writing is that students revise drafts for each other in writing classes. With the application and development of process approach to teaching writing, peer response as a fundamental element, has become more and more important. Basically, there are two major areas of feedback as revision: peer response and teachers' comments as feedback. In practical writing, teacher response can be found limitation and drawbacks, as a consequence, peer response has gained more attention. The purpose of this study is to review the literature on peer response, to introduce the methodology and research development on peer response at home and abroad, and to make suggestions on second language writing. A review of the literature on writing reveals three areas: the advantage of peer response, the attitude of students towards peer response, and the training on peer response. And at present, there is little literature on the training of peer response, so more studies on how to train peer response are needed. Studies show that if teachers apply peer response in writing classes and tell students how to use peer response, the students will make great progress in their writing. Peer response is helpful to getting rid of outdated way of feedback and students getting independent writing ability. The application of peer response is a good way to realize the idea of student center.
Peer response on second language writing is that students revise drafts for each other in writing classes. With the application and development of process approach to teaching writing, peer response as a fundamental element, has become more and more important. Basically, there are two major areas of feedback as revision: peer response and teachers' comments as feedback. In practical writing, teacher response can be found limitation and drawbacks, as a consequence, peer response has gained more attention. The purpose of this study is to review the literature on peer response, to introduce the methodology and research development on peer response at home and abroad, and to make suggestions on second language writing. A review of the literature on writing reveals three areas: the advantage of peer response, the attitude of students towards peer response, and the training on peer response. And at present, there is little literature on the training of peer response, so more studies on how to train peer response are needed. Studies show that if teachers apply peer response in writing classes and tell students how to use peer response, the students will make great progress in their writing. Peer response is helpful to getting rid of outdated way of feedback and students getting independent writing ability. The application of peer response is a good way to realize the idea of student center.
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