摘要
同伴反馈能够提高学生在写作方面的自主学习能力。以山东大学大一40名非英语专业学生为实验对象，为期8周的作文同伴反馈实验结果表明：同伴反馈活动中，学生对同伴作文提出修改的内容结构方面的错误和语法词汇方面的错误的比例差别明显缩小，学生们对同伴反馈持积极态度。同伴反馈在大学英语写作教学中有积极的实际操作意义。
Based on an 8-week experiment on peer feedback in an EFL writing class of 40 non-English major freshmen in Shandong University, this article studies students＇ modifications on levels of grammar, vocabulary, structure and content of their compositions in the process of peer feedback and students＇ attitude toward it. The result shows that peer feedback has operational significance in the teaching of writing in college English and is an effective way of improving the quality of students＇ writings.
出处
《山东外语教学》
北大核心
2009年第4期59-62,共4页
Shandong Foreign Language Teaching
关键词
英语写作
同伴反馈
态度
English writing
peer feedback
attitude
