Changes in Argumentation Performance:Effects of Teacher-Student Collaborative Assessment  

论证质量的变化——师生合作评价教学研究

作　　者：Xiaoyan XU Yuexin ZHONG Zimeng SHAO 徐晓燕;钟悦欣;邵子萌(西南交通大学外国语学院;成都文理学院外国语学院)

机构地区：[1]School of Foreign Languages,Southwest Jiaotong University [2]School of International Studies,Chengdu College of Arts and Scienc [3]School of Civil Engineering,Southwest Jiaotong University

出　　处：《Chinese Journal of Applied Linguistics》2022年第4期491-509,612,共20页中国应用语言学（英文）

基　　金：supported by China Foreign Language Education Fund(10th Batch)granted by Beijing Foreign Studies University,directed by Prof.Xiaoyan XU[Grant Number:ZGWYJYJJ10A130];Sichuan Research Center of Foreign Languages and Literature;Higher Education Press,directed by Yuexin ZHONG[Grant Number:SCWYGJ21-10]。

摘　　要：This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment(TSCA)and trained peer review assessment(TPRA).Dependent variables include occurrence of structural elements of the simplified Toulmin model,and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements.Eighty-one sophomore English majors from TSCA group(n=41)and TPRA group(n=40)were asked to construct two argumentative essays at both the beginning and the end of the semester.The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data.Additionally,the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim,rebuttal claim and rebuttal data.本研究对比了为期一个学期的师生合作评价(TSCA)和经培训的同伴互评(TPRA)教学的有效性。因变量包括简化的Toulmin模式中议论文结构要素的出现频率和论证内容质量的提升。被试来自两个自然班,共81名英语专业大二学生。其中,一个班为TPRA组,共40名学生;另一个班为TSCA组,共41名学生。前后测结果显示,相比TPRA组,TSCA组的反方论点和反驳论据的频率显著增加,反方论点、反驳论点和反驳论据的质量更好。

关 键 词：structural elements Toulmin model argumentation substance teacher-student collaborative assessment peer review English writing 

分 类 号：H319.3[语言文字—英语]