基于动态系统理论的同伴反馈实证研究——社会文化观视角  

A Dynamic Approach to the Empirical Study on EFL Peer-group Prior Evaluation: From a Sociocultural Perspective

作　　者：盖淑华[1] 周小春[2] 

机构地区：[1]北京外国语大学中国外语教育研究中心,北京100089 [2]装甲兵工程学院外语教研室,北京100072

出　　处：《外语与外语教学》2013年第2期36-40,共5页Foreign Languages and Their Teaching

摘　　要：本文以社会文化理论为依据,在教师反馈之前进行同伴反馈,使不同水平的同伴之间合作、对话,促进写作能力的发展。研究以动态系统理论为分析方法,通过对98名非英语专业大学生进行的实验调查发现,前导性同伴小组反馈机制对二语写作有显著影响,但实验初期学生写作水平不但没有提高,反而出现下降。实验后期提高显著,对话交流的协商性和动态系统理论解释了该特点。Based on the Dynamic Systems Theory, the present re- search, an experiment on 98 Chinese non-English majors, aims to see the effects of peer-group prior evaluation on L2 writing from a sociocultural perspective. It is found that peer-group e- valuation prior to teacher feedback has significant influence on L2 writing. However at the beginning of the experiment, the L2 writing level of students fell instead of rising. At the end of the experiment, the level raised up significantly, and the dialogic na- ture of interaction and the Dynamic Systems Theory account for this characteristic.

关 键 词：动态系统理论 对话交流 前导性同伴小组反馈 大学英语写作水平 社会文化观视角 

分 类 号：H319[语言文字—英语]