不同类型同伴互评对大学生英语写作的影响实证研究

发布时间：2018-08-16 16:04

【摘要】：本文对两种不同类型同伴互评对中国大学生英语写作的影响进行了实验研究。已有研究大都局限于传统的面对面同伴互评(FFPR),仅有少量研究关注以计算机为媒介的同伴互评(CMPR)。基于此,本文着重探讨FFPR与异步CMPR所产生的同伴反馈在类型上的差异、同伴反馈对文章修改产生的影响以及在提升文章整体质量的效果。研究发现,FFPR与异步CMPR所产生的评论都集中在微观维度,而不是在文章结构与内容等宏观维度;学生对同伴互评的信任度及重视度不够,无论是通过FFPR还是异步CMPR产生的同伴反馈,被采纳度都不高,均低于60%;从论文写作质量来看,FFPR与异步CMPR影响有限。研究表明,本研究中所考察的同伴互评模式对学生作文的修改及质量的提升均无显著影响,且异步CMPR并不具有显著优势。
[Abstract]:This paper makes an experimental study on the influence of two different types of peer evaluation on Chinese college students' English writing. Most of the previous studies have been limited to traditional face-to-face peer reviews (FFPR),). Only a few studies have focused on computer-mediated peer review (CMPR). Based on this, this paper focuses on the differences in the types of peer feedback between FFPR and asynchronous CMPR, the influence of peer feedback on the revision of the article, and the effect of peer feedback on the overall quality of the article. It is found that the comments produced by FFPR and asynchronous CMPR are focused on the micro dimension, not on the macro dimensions such as the structure and content of the article, and that the students' trust and attention to peer evaluation are not enough. Neither the peer feedback generated by FFPR nor asynchronous CMPR is adopted, which is less than 60%, and the influence of FFPR and asynchronous CMPR is limited from the point of view of the writing quality of the thesis. The results show that the peer evaluation model in this study has no significant effect on students' composition revision and quality improvement, and asynchronous CMPR has no significant advantage.
【作者单位】：湖南师范大学外国语学院;
【基金】：国家社科基金项目“二语习得中的概念重构研究”(编号:15BYY064) 教育部人文社科青年项目“以提高外语概念流利为目标的概念型教学法研究”(编号:14YJC740061)的阶段性成果
【分类号】：H319.3

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