【摘要】 在二语写作课堂中,教师观察到学生会使用一定的策略来开展同伴反馈活动,但到目前为止鲜有实证性研究。鉴于此,本文以"活动理论"作为研究构架系统探讨并总结了学生所使用的反馈策略。研究发现,在同伴反馈活动中:1)为了使活动进展顺利,学生会采取不同的反馈策略,包括同时或交互使用汉语和英语、利用外部资源和依据写作评判标准等; 2)学生最频繁采用的策略是利用外部资源; 3)同伴反馈是一项具有调节性和交际互动性的活动,因此,学生们会使用不同的反馈策略以实现同伴间的互动与合作,进而提高外语写作水平。更多还原

【Abstract】 Teachers of L2 writing observe that students adopt different strategies in the provision of peer feedback. However,such observation has not been validated empirically. To fill the research gap,this study systematically analyzes empirical data and synthesizes,within Activity Theory,the strategies that Chinese EFL learners use in providing peer feedback. The findings suggest that,to make peer feedback proceed smoothly,EFL learners 1) adopt different strategies; 2) frequently employ external resources as a useful strategy; and 3) take peer feedback as a mediated and interactive activity,where Chinese EFL learners adopt various strategies to achieve communicative purposes and engage in interaction for achieving the ultimate aim of improving their writing proficiency.更多还原