同伴反馈对大学英语口语同伴、自我评分的影响  

作　　者：朱冰霞[1] 

机构地区：[1]广东金融学院外国语言文化学院,广东广州510521

出　　处：《现代英语》2022年第6期107-110,共4页Modern English

基　　金：广东省教育厅特色创新项目“基于语义波理论的商务英语课堂知识构建研究”(项目编号:2020WTSCX060)。

摘　　要：本研究在大学英语口语教学中实施同伴反馈,探索同伴反馈对同伴、自我评分上的影响及对学生评分态度的影响。研究表明,同伴反馈提高了同伴评分的能力,主要体现在言语表达和内容结构两个分项上,却降低了对PPT质量的关注;同伴反馈不能提高自我评分的能力。问卷结果表明,同伴反馈提高了学生对同伴与自我评分的认可度、学生的口语技能和思辨能力,却降低了评分的趣味性和学生的自信心。研究进而建议,教师应根据同伴、自我评分活动的定位,合理选择同伴反馈。Through incorporating peer feedback in college oral English teaching, this study explores the influences of peer feedback on peer-and self-scoring, as well as on students’ perceptions of scoring. The results show that peer feedback improves peers’ ability of scoring, mainly reflecting in analytic dimensions of verbal delivery and content & structure, while lowering their attention to the quality of PPT. Peer feedback has no obvious effect on self-scoring. The findings of questionnaire indicate that peer feedback improves students’ recognition of peer-and self-scoring, oral skill and critical thinking, while reducing the fun of scoring activity and students’ self-confidence. The study further suggests that peer feedback should be selectively adopted in accordance with the purpose of peer-and self-scoring activity.

关 键 词：英语口语 同伴反馈 同伴评分 自我评分 

分 类 号：H319.32[语言文字—英语]