L2写作动态评估中同伴中介干预和教师中介干预比较研究  

A comparative study of peer-mediated intervention and teacher-mediated intervention in dynamic assessment of L2 writing

作　　者：孔文[1] 李敦东[1] 余国兴 

机构地区：[1]常州大学,江苏常州213164 [2]University of Bristol,Bristol,UK

出　　处：《外语界》2013年第3期77-86,共10页Foreign Language World

基　　金：教育部2010年度人文社会科学青年基金项目"外语写作教学中的动态评估模型构建及其实证研究"(编号10YJC740055);常州大学怀德学院教研课题"外语写作动态评估中的同伴中介干预与教师中介干预比较研究"(编号2012HDJY31)的阶段性成果

摘　　要：本研究调查比较了L2写作动态评估中同伴中介干预和教师中介干预的过程和效果。研究结果表明:(1)在话题种类上,同伴互动过程中主要讨论语言运用方面的话题,师生互动过程中主要讨论思想内容方面的话题;(2)在提示策略上,教师比同伴指导者更多地使用渐进提示策略来探索学习者的最近发展区并为其完成任务提供帮助;(3)在对作文质量的影响上,两种干预总体上都发挥了积极作用。具体而言,对词汇复杂度方面,教师干预的效果比同伴干预更为显著;对语言准确度和作文总分方面,两种干预都起到了有效的提高作用;对语法复杂度和语言流利度方面,两种干预的效果并不显著。This study investigates and compares the processes and effects of peer-mediated intervention and teachermediated intervention in dynamic assessment of L2 writing. The study results are as follows ： （ 1 ） in terms of the topics discussed, teachers tend to focus more on the content and ideas, while peer tutors are more interested in the language use; （2） in terms of the prompts used, teachers adopt more graduated prompts to explore learners＇ zone of proximal development and aid them in finishing their tasks; （3） in terms of the effects on learners＇ writing, both types of intervention play positive roles in general. Specifically, the effect of teacher-mediated intervention on lexical complexity is more significant than that of peer-mediated intervention ; both types of intervention help improve greatly language accuracy and the total writing scores; neither intervention, however, has a significant impact on grammatical complexity and language fluency.

关 键 词：二语写作 动态评估 同伴中介干预 教师中介干预 

分 类 号：H319[语言文字—英语]