文档介绍：Literature Review on Feedback in EFL Writing: Teacher Feedback and Peer Feedback
摘要:写作是一种重要的语言技巧,相比较听力、口语和阅读,写作更能全面的展现学。所以我们需要对英语写作的教与学投入更多的精力。然而我们当前的大学英语写作教学收效并非显著。一方面,老师花费大量的精力和时间去阅读和修改学生的英语写作,但成效颇低;另一方面,学生只是表面肤浅的理解老师的建议及评语或者甚至直接忽视老师给予的纠错反馈。在一定程度上来看,造成这种现象的原因可以追溯到结果教学法在英语写作教学中的广泛应用而带来的影响。结果教学法把英语写作过程看成是一个线性的活动,在这一过程中没有课堂活动部分,没有互动。而与之相对应的过程教学法把写作看成是一个复杂的、相互重叠的认知过程,在这个过程中有学生的积极参与。反馈作为过程教学法的重要组成部分而引起广泛的关注,它包括:教师反馈、同伴反馈、自我反馈和计算机辅助反馈。其中,教师反馈和同伴反馈是其主要的两大部分。在二语学习环境下关于这两种反馈效果的研究很多,但研究结果有所不同,有的研究者认为教师反馈的效果更佳而有的研究更倾向于在写作中使用同伴反馈。在以往的研究中,研究者们大多只侧重于其中一种反馈方式在大学英语写作教学中的应用,而将两者教学方法结合起来应用的研究不是很多。因此,本研究尝试将两种反馈应用到大学英语写作教学中并期待通过实证研究能够在不久将来证实其可行性和效度。
关键字:反馈;教师反馈;同伴反馈;外语写作
Abstract: As an important language skill, writing prehensively present the learners’ language pared with other basic skills such as listening, speaking and reading. Therefore, much attention should be paid to the teaching and learning of English writing. However, at present time, our college English writing instruction seems unsatisfactory. On the one hand, teachers contribute a great deal of time and energy to reading and correcting student’position but with low efficiency; on the other hand, students spend less time superficially understanding teacher’s suggestions ments or even directly neglect teacher’s error correction. To a certain extent, this current situation can be traced back to the prevailing traditional product-oriented approach which assumes writing as a liner process, in which there is no students
’ interaction within writing activities. On the contrary, the process-oriented approach assumes writing as a cognitive process, with which students can actively participant in writing activities. Feedback, an indispensable part of process-oriented approach of writing, has attracted great attention, which mainly passes teacher feedback and peer feedback. In ESL context, many studies on the effects of two types of feedback has been done. Nevertheless, the results of them varied greatly in these stu