摘要
同伴互评作为教学手段的应用价值毋庸置疑。但是,同伴互评的效果与作者和评者的二语水平互动密切相关。文章以能力对同伴互评影响理论模型为依据,以基于Peerceptiv同伴互评系统的30篇学术写作文本一、二稿及1927条同伴反馈评语为研究语料,分析同伴互评的实施效果。结果显示,反馈评语与文本修改提高率总体呈正相关;作者和评者二语水平的非对称组合评语量最大,最有利于文本修改,是提高反馈效果的最佳组合方式。
Peer feedback is an instructional technique with many possible benefits. However,the effects of receiving peer feedback may depend upon the relative L2 proficiency of the author and the reviewer. To explore the effects of using peer feedback through Peerceptiv,30 academic writings of draft 1 2 and 1927 comments from reviewers were analyzed under the theoretical model of ability effects on peer assessment. Overall,comments were positively related with draft improvement rate; asymmetrical grouping among author and reviewer resulted in the largest amount of comments—most likely leading to draft improvement,and therefore,most favorable for improving peer feedback effects.
作者
高瑛
张福慧
张绍杰
Christian D.Schunn
GAO Ying;ZHANG Fu-hui;ZHANG Shao-fie(School of Foreign Languages, Northeast Normal University, Changchun, Jilin 130024, China)
出处
《外语电化教学》
CSSCI
北大核心
2018年第2期3-9,67,共8页
Technology Enhanced Foreign Language Education
基金
教育部人文社会科学规划基金项目“基于学习者写作失误的英语专业写作教学模式研究”(项目编号：14YJA740010)
吉林省哲学社会科学规划基金项目“基于语料库研究的英语专业写作教学改革”(项目编号：2014WY22)
吉林省高等教育教学改革立项重点课题“大数据背景下的大学生英语写作能力培养模式研究”(2016)的阶段性研究成果.
关键词
同伴互评
反馈评语
文本修改
二语水平
Peer Feedback
Feedback Comment
Draft Revision
Second Language Proficiency
