英语议论文写作中学习者对同伴反馈的投入研究  

An investigation of L2 student engagement with peer feedback in the argumentative writing

作　　者：耿峰[1] 于书林[2,3] GENG Feng;YU Shulin

机构地区：[1]中国民航大学外国语学院 [2]澳门大学教育学院,中国 [3]山东大学外国语学院

出　　处：《外语教育研究前沿》2023年第1期67-74,95,共9页Foreign Language Education in China

摘　　要：本研究分析了30名非英语专业本科二年级学生在英语议论文写作中同伴反馈的特征,学生对同伴反馈的投入情况及其与作文修改之间的关系。通过对议论文初稿、同伴反馈、修改稿和学生访谈等数据进行分析发现:1)议论文的体裁结构影响同伴反馈的特征和反馈焦点;2)同伴反馈能聚焦议论文的思辨问题,但是无法诊断出深层思辨问题并给出正确反馈;3)学生对同伴反馈的行为投入、情感投入和认知投入密切关联、互相影响,且存在较大个体差异,与议论文修改质量呈现出复杂关系。本研究对推进同伴反馈的投入机制研究具有积极启示。This qualitative case study,with 30 non-English major students as the participants,investigates the features of peer feedback and student engagement with peer feedback in the argumentative writing.Data analysis of initial and revised drafts,peer feedback and student interviews reveals that:1)the genre in argumentative writing is one of the factors influencing the features and focus of peer feedback;2)students are able to comment on general critical thinking problems in peer feedback,but fail to identify all the underlying critical thinking problems;3)the three dimensions of student engagement are interconnected in a dynamic and complex way with individual differences.The study may provide some implications for the practice of peer feedback in the teaching of writing.

关 键 词：议论文写作 同伴反馈 反馈特征 学习者投入 

分 类 号：H319[语言文字—英语]