基于社会文化活动理论的二语写作同伴反馈系统模型构建  

Constructing Peer Feedback Model of L2 Writing:A Sociocultural Activity Theory Perspective

作　　者：于书林[1,2] Icy Lee 

机构地区：[1]香港中文大学教育学院 [2]山东大学外国语学院,山东济南250100

出　　处：《山东外语教学》2013年第5期24-29,共6页Shandong Foreign Language Teaching

摘　　要：同伴反馈研究得到二语写作过程理论、二语习得互动理论、合作学习理论以及维果茨基"最近发展区"理论等多学科领域理论的支持,但这些理论不能凸显社会文化环境因素在反馈过程中的作用,亦不能系统地展现同伴反馈的整个过程。本文以社会文化活动论为理论框架,重新阐释同伴反馈,将同伴反馈视为二语写作教学中的一种集体性实践活动,构建了同伴反馈系统模型。该模型突出了同伴反馈的社会认知过程,为同伴反馈的后续研究提供了新的理论视角。While the use of peer feedback in I2 writing instruction has been supported by four interrelated theoreti- cal stances -- process writing theory, colIaborative learning theory, Vygotsky＇ s Zone of Proximal Development, and interaction hypothesis in second language acquisition, these theories failed to highlight the role of sociocuhural context in peer feedback process and illustrate peer feedback in a systematic way. The current study used Sociocul- tural Activity Theory to reframe peer feedback as a collective social practice in L2 writing instruction and construc- ted a L2 writing peer feedback activity system model. The model has demonstrated the socio-cognitive process of peer feedback and provided a new perspective for future research on peer feedback.

关 键 词：同伴反馈 活动理论 反馈系统 社会认知过程 

分 类 号：H319[语言文字—英语]