教师反馈与同伴反馈——社会文化活动理论视角下的差异与融合  

Revisiting teacher feedback and peer feedback:A sociocultural activity-theory perspective

作　　者：于书林[1,2] 

机构地区：[1]香港中文大学 [2]山东大学

出　　处：《现代外语》2013年第1期70-76,110,共7页Modern Foreign Languages

基　　金：2012年度山东省软科学研究计划项目(2012RKE27002);2011年度山东省社会科学规划项目(11CWZJ32)的资助

摘　　要：本研究以社会文化活动论为框架构建了二语写作反馈的理论模型,突出反馈主体的能动性和社会文化环境因素在二语写作反馈过程中的作用。以此为基础,本文论证了写作反馈不仅是个体的学习行为,而且是一种集体社会实践活动,并从反馈主体的能动性、反馈客体的多样性和动态性、中介工具的使用方式和途径、反馈规则的作用、学习共同体各成员的劳动分工等视角揭示教师和同伴反馈的差异及其产生的原因。文章最后为在二语写作教学过程中融合两种反馈形式提供了建议和策略。Within the activity-theory framework,L2 writing feedback activity models are constructed to highlight the role of the agency of teachers and students and the contextual factors influencing feedback practices and the effectiveness of feedback.The paper argues that feedback is not limited to individual action but is also a socially constructed and culturally mediated activity.It further explores the differences between teacher and peer feedback,and investigates the reasons underlying such differences from the perspectives of subjects' agency,the diversity and dynamics of objects,the role of mediating artifacts and rules as well as the division of labor among the members in the community.This study provides implications for the use of feedback in L2 writing classrooms.

关 键 词：社会文化活动理论 教师反馈 同伴反馈 差异 

分 类 号：H313[语言文字—英语]