Instructors' Debate over Error Feedback on Chinese International Students' Academic Writings in a U.S.University  

美国大学教师对中国留学生英语学术作文纠错反馈的辩论(英文)

作　　者：郑萱[1] Norah FAHIM 

机构地区：[1]北京大学外国语学院 [2]华盛顿大学英语系

出　　处：《Chinese Journal of Applied Linguistics》2014年第3期392-405,F0003,共15页中国应用语言学（英文）

摘　　要：As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students＇ writings. Using a dialogue format representing ＂narratives of classroom life＂ （Nelson, 2011a）, this paper demonstrates two polemic views held by teachers and researchers： one view sees students＇ language use as problematic as it differs from the expected standards required for academic success in the U.S., while the other calls for more tolerance of the students＇ linguistic and cultural diversity and accordingly, more strategic ways to give ＂error feedback.＂ By opening up the debate, the paper explores possibilities for teachers in the U.S. and around the world to help their students address the gap between academic expectations, and what they are currently capable of.近年来,在美国大学就读的中国留学生日益增加;与此同时,大学学术写作课的教师也开始关注如何给中国留学生的作文提供纠错反馈。本文依据Nelson(2011a)对课堂生活的叙事研究,采用辩论对话的形式,腱示了教师和研究者对纠错反馈持有的两种对立观点:一种观点认为留学生的语言使用与美国大学的学术标准有差异,因此是"有问题的",需要"纠错";而另一种观点尊重这些学生的语言和文化多样性,更策略地给学生的作文提供反馈。通过展示这两种对立观点,本文旨在帮助英语写作教师解决学术期待和学生现有能力之间的差异。

关 键 词：error feedback narratives College Composition Chinese international students academic writing 

分 类 号：H319[语言文字—英语]