While studies in peer feedback in second language writing have covered a wide scope of areas,there is a paucity of research looking at individual peer reviewers and their specific views about peer feedback.Low-level s...While studies in peer feedback in second language writing have covered a wide scope of areas,there is a paucity of research looking at individual peer reviewers and their specific views about peer feedback.Low-level students,in particular,have always been a group of students that receive a modicum of attention in peer feedback research.This study looks at how four lowlevel students participated in peer feedback sessions and explores the reasons of different kinds of student participations.Data collection methods are composed of classroom observation,analysis of students’writing assignments,and student interviews.The findings of this study indicate that among the four participants there are four kinds of participations in peer feedback sessions,and the possible reasons include individual personalities,past traumatic experiences,low language proficiency,and poor sense of self-awareness.It is suggested that peer feedback in second language writing is a complicated issue whereby students’views,cognitive and affective needs should be taken into consideration,and writing teachers need to reconsider and redesign peer feedback sessions in second language writing classrooms according to specific teaching contexts.展开更多
学习者的个人因素是影响学术语篇体裁学习过程的三大要素之一,但是在国内目前的学术英语(English for academic purposes,EAP)写作教学研究中并未受到重视。采用个案定性研究方法,以修读“硕士学位论文写作”课程的学生为对象,通过半结...学习者的个人因素是影响学术语篇体裁学习过程的三大要素之一,但是在国内目前的学术英语(English for academic purposes,EAP)写作教学研究中并未受到重视。采用个案定性研究方法,以修读“硕士学位论文写作”课程的学生为对象,通过半结构式访谈、学习日记、写作文本等数据,探究体裁学习过程中突显的学习者特征。研究发现,学生呈现出对以往二语写作经验的依赖、对论文写作规范的评判意识和对EAP写作任务中话语身份的模糊认知等三个主要特征,这在一定程度上制约了他们掌握新的学术语篇体裁知识和提高体裁意识。展开更多
文摘While studies in peer feedback in second language writing have covered a wide scope of areas,there is a paucity of research looking at individual peer reviewers and their specific views about peer feedback.Low-level students,in particular,have always been a group of students that receive a modicum of attention in peer feedback research.This study looks at how four lowlevel students participated in peer feedback sessions and explores the reasons of different kinds of student participations.Data collection methods are composed of classroom observation,analysis of students’writing assignments,and student interviews.The findings of this study indicate that among the four participants there are four kinds of participations in peer feedback sessions,and the possible reasons include individual personalities,past traumatic experiences,low language proficiency,and poor sense of self-awareness.It is suggested that peer feedback in second language writing is a complicated issue whereby students’views,cognitive and affective needs should be taken into consideration,and writing teachers need to reconsider and redesign peer feedback sessions in second language writing classrooms according to specific teaching contexts.
文摘学习者的个人因素是影响学术语篇体裁学习过程的三大要素之一,但是在国内目前的学术英语(English for academic purposes,EAP)写作教学研究中并未受到重视。采用个案定性研究方法,以修读“硕士学位论文写作”课程的学生为对象,通过半结构式访谈、学习日记、写作文本等数据,探究体裁学习过程中突显的学习者特征。研究发现,学生呈现出对以往二语写作经验的依赖、对论文写作规范的评判意识和对EAP写作任务中话语身份的模糊认知等三个主要特征,这在一定程度上制约了他们掌握新的学术语篇体裁知识和提高体裁意识。
