文档介绍：教师反馈与同伴反馈对大学英语写作的影响
摘

要
在英语教学中,写作是英语学习者所掌握的四项基本语言技能之一,也越
来越受到外语界的重视。为了提高英语写作水平,学者与教师们作了大量研究,
发现反馈在培养学习者写作能力方面有积极促进作用。鉴于学习者在英语考试中
写作成绩不理想的客观事实,本研究旨在探讨最有效的反馈方式,从而在英语教
学方面提供建设性的建议。
本研究采用了问卷调查与计量分析法,对成都理工大学 133 名学生进行了
调查研究。本文试图回答以下三个问题: 第一,学生对教师反馈与同伴反馈的
态度如何?第二,在多稿写作课堂中,教师反馈与同伴反馈如何影响学生作文修
改?第三,在提高学生英语写作水平方面,教师与同伴共同反馈模式是否比其它
三种模式更加有效?
通过对调查数据统计及分析对比,本文得出以下结论:1)学生对教师反馈
与同伴反馈都持有肯定态度,认为反馈能够提高英语写作水平;2)学生在修改
作文时更加重视教师反馈,他们在获得教师反馈后会更多地将这些反馈运用在作
文修改中;3)在英语写作教学中,同伴与教师共同反馈是最有效的反馈模式,
采用该模式后学生的英语写作能力可以得到明显提高。
本研究结果对英语写作教学有一定的指导意义。本文在调查研究的基础上,
提出在英语写作教学中可以采用同伴与教师共同反馈的模式,旨在进一步提高写
作反馈与教学的有效性,并最终提高学生的英语写作能力。
关键词:同伴反馈;教师反馈;同伴与教师反馈;写作能力
iii
Effects of Teacher Feedback and Peer Feedback
on College Students’ Writing
Abstract
Writing is one of four basic skills in second language learning. It is widely
acknowledged that the improvement of writing ability leads to better performance of
the other basic skills. In writing instruction, feedback plays a central role in
cultivation of learners’ writing development. Studies investigating the effects of L2
written feedback positions have proved that feedback could facilitate the
development of the learners’ petence. Feedback draws learners’ attention to
the error made, leading to grammatical accuracy of the errors in subsequent
production. However, there is a lack in empirical studies on bination of
teacher and peer feedback in writing classroom. In view of the poor performance in
writing test, the thesis tries to explore the most effective way to provide feedback in
the educational context, thus giving constructive suggestions in the writing teaching.
Based on the theories of socioconstructivist perspective, noticing hypothesis,
collaborative learning and process approach, this thesis attempts to explore the
attitudes of Chinese college students towards teacher feedback and peer feedback by
conducting a questionnaire survey. parative experiment was also conducted
to investigate how teacher feedback and p