【作者】 李洋；

【导师】 韩松；

【作者基本信息】 吉林大学 ， 外国语言学及应用语言学， 2018， 硕士

【摘要】 我国的大学英语写作教学普遍采用传统写作教学法,教师在课堂讲授写作技巧及方法,课后对学生的作文进行评阅,这一直是学生获取作文反馈的唯一来源。这种单向反馈模式存在诸多弊端。一方面,每个教学班学生数量较大,教师很难对所有学生的作文进行评改,更很难做到及时反馈;另一方面,学生不根据教师的反馈对作文进行修改的现象也很普遍。同伴互评的写作反馈方法已在我国的大学英语写作教学中得到实践,并发挥了很大的优势。同伴互评的出发点是以学生为中心,重视学生与教师、学生与学生之间不断的相互交流,能充分调动学生学习的自主性和积极性,激发兴趣,强调学生的主体作用,是对教师单向反馈的一种补充。随着计算机及网络技术的快速发展,世界进入数字时代,计算机也被引入到英语写作教学当中,在线同伴互评悄然兴起。然而,相对于传统的教师批改及面对面互评模式,国内对这种新兴互评模式的研究相对较少,对不同互评模式的比较性研究更为匮乏。本研究通过在大学非英语专业英语写作课上分别实施在线同伴互评和面对面同伴互评两种不同写作互评模式,采用定量与定性相结合的研究方法,以课后访谈与调查问卷为研究手段,对比了两种同伴互评模式。在数据分析的基础上,探究了在大学英语写作教学中,面对面同伴互评和在线同伴互评各自的优势和特点分别是什么,教师和学生对两种同伴互评模式的态度怎样,以及在两种不同的互评模式中,学生对同伴给出的评论和意见有何反应。研究发现这两种互动式写作教学活动都对学生的写作学习产生了正面影响。实验前测和后测的结果对比表明,两组学生的写作水平都有所提高,相比之下,在线同伴互评组的进步更大。调查问卷和访谈的结果也表明,大多数学生对面对面同伴互评和在线同伴互评都持积极态度。虽然学生在最初评论同伴的文章时会感到压力,但当他们的反馈被同伴接受时,这种压力随着他们的信心增加而消失。在线同伴互评中的反馈更能让学生接受,有着更高的修改率。但由于宏观层面的评价会引起较大的修改量,因此在两种同伴互评模式中的接受率都较低。其次,两种同伴互评模式都有其自身的优势。在线同伴互评由于有计算机的辅助,可以降低学生在评价过程中产生的焦虑,因此学生给出的反馈也更多。其最大的优点是学生对同伴作文进行评阅的时间和地点非常灵活,二者之间的交流可以是非共时的。而这种时间和空间上的距离避免了面对面互评所带来的心理压力,学生会给出更多的同伴反馈。数字形式的反馈既符合数字化时代学生的学习特点,激发学习兴趣,又消除了纸笔的限制,让学生能够自由写出更多的文字,这种额外的写作练习对学生的写作学习也会产生积极影响。但技术问题和时间上的自由也让在线同伴互评更加费时。面对面同伴互评的主要优点是学生可以面对面交流以避免产生误解。因此,面对面同伴互评组的学生会在结构或内容等宏观层面方面提出更多的评论,而在线同伴互评组的学生则更倾向于在拼写,语法或标点等细节方面提出微观评论。此外,两种同伴互评模式的侧重点各自不同。在线同伴互评组的学生倾向于直接修改同伴的文章,而面对面同伴互评组的成员则更愿意提出评论性反馈。值得注意的是,两组的反馈都主要以修改为导向,但在线同伴互评中修改性质的反馈更多的。这种差异很大程度上是由于在线同伴互评组的学生给出了大量的直接修改意见。教师对两种同伴互评模式都持支持态度。同伴互评作为英语写作课的一种新型教学形式,既能减少教师的批改压力,又能使课堂气氛更加活跃,因此教师们都愿意在自己的写作课上开展同伴互评。但如果教师对这种写作教学模式缺乏经验,则会导致面对面同伴互评不能在课上有效开展。尽管相对而言,在线同伴互评比面对面同伴互评更容易监控,但电脑及网络技术方面的问题也会为教师带来一定的挑战。在总结研究结果的基础上,本研究对大学英语写作教学提出了一些建议。首先,随着教育理念和教学方式的不断创新,在线同伴互评已成为一种新型的教学模式和课程评价形式,具有优越的交互性、及时性、便捷性和有效性,可以被广泛应用到大学英语写作教学中,或与面对面同伴互评相结合,根据学生及教学的具体情况,采用相应的同伴互评方式,更有效地提高学生的写作水平。其次,教师在开展同伴互评前应该组织培训,让学生了解同伴互评的原则、形式、标准,消除学生顾虑,积极承担起学习责任。此外,在实施同伴互评前,教师应制定详细、周密、全面的评价标准,保证互评活动的有效进行。在线同伴互评对教师提出了更高的要求,因此还应加强写作教师对同伴互评基础理论、实施方法等相关方面的培训,让教师充分发挥监督指导作用,有效实施互评活动,提高写作教学质量及效率。本研究以过程写作法和合作学习理论为基础,探究了非英语专业本科学生对两种同伴互评模式的态度和反应,并归纳出两种同伴互评模式的特点。研究结果对丰富过程写作理论和合作学习理论具有一定的积极作用,对改进英语写作教学具有实践意义。更多还原

【Abstract】 Our country’s college English writing teaching generally adopts the traditional writing teaching method.Teachers teach writing skills and methods in the classroom,and then review students’ writing after the class.For a long time,it has been the only source for students to obtain feedback on their writing.There are many drawbacks in this single directional review.On one hand,due to the large number of students in each class,it is difficult for teachers to evaluate all the students’ composition,and provide timely feedback.On the other hand,it is not a rare phenomenon that students do not modify their composition according to teachers’ comments.Peer review has been practiced in Chinese college English writing teaching,and has brought considerable benefits.Since peer review is student-centered,it emphasizes the continuous revision between students and teacher,students and students.It can fully mobilize the autonomy and enthusiasm of students,stimulate interest,and emphasize the principal role of students,which forms a supplement to the one-way feedback of teachers.With the rapid development of computer science and internet technology,the world has entered digital era.Computer has been introduced into English writing teaching with the appearance of on-line peer review as one of its latest application reforms in writing teaching.However,compared with the traditional teachers’ review and face-to-face review,domestic research on this new peer review modes is few.Comparative study of different modes of peer review is even fewer.By implementing on-line peer review and face-to-face peer review in a college English writing class,this study combined quantitative and qualitative research methods adopted questionnaire and semi-structured interview as research instruments and conducted a comparative study of the two peer review modes.On the basis of data analysis,this study explored the effects of on-line peer review and face-to-face peer review on improving students’ writing abilities,the strengths and features of the two modes,students’ as well as teachers’ attitudes to them and students’ response to peers’ comment.It is found that both face-to-face peer review and on-line peer review have a positive effect on students’ writing.By comparing the scores of pretest and post-test,it is found that the writing ability of students from both peer review modes is improved.Comparatively speaking,the on-line peer review group has better performance in the exit test.The results of questionnaire and interview also indicated that most students participated in the study hold positive attitudes towards the two modes of peer review.Although students could feel pressure at the beginning when reviewing peers’ essays,this pressure disappears as their confidence increases when their comments are accepted by their peers.Students in on-line peer review group are more willing to accept their peers’ feedback than students in face-to-face peer review group with a higher adoption rate of comments.However,both modes have less number of comments at macro level accepted by their peers since such kind of comments might lead to substantial changes in their writing which are not preferred by them.It has to be noted that each of the two peer review modes has its own advantages.In the process of on-line peer reviewing,the support of computer helps reduce students’ anxiety in reviewing their peers’ essay.Therefore,there are more comments produced by the on-line peer review group.The main advantage of on-line peer review is that the time and place for making comments are more flexible.The communication between peers is not necessarily synchronical.This distance in the sense of time and space also reduces the psychological pressure caused by face-to-face review thus it may lead to more comments produced by students.The digital feedback in on-line peer review,which comply with college students’ learning habit who were born in a digital age,can inspire student’s learning interest.Without the restriction of paper and pen,students feel they can put as much comments as they want when doing it on-line.This extra free writing exercise happened in this process is also beneficial to their English writing learning.However,technological problems and non-restricted reviewing time could make on-line peer review more time-consuming.The main advantage of face-to-face peer assessment is that students can communicate face-to-face to avoid misunderstandings.Thus students in the FFPR Group produced more macro comments on structure or content of their peers’ essay than the OLPR Group whereas those in the OLPR Group are more inclined to make micro comments like spelling,grammar or technical details.Moreover,different focuses of the two peer review modes can also be found in the distribution of comment types.Students in the OLPR Group tend to modify their companion’s drafts more directly,while those in the FFPR Group prefer to evaluate peer’s writing.It is worth noting that the comments of both groups are mainly of revision-oriented nature with OLPR Group larger percentage.Much of this difference is caused by the large number of modification comments made by OLPR Group.Teachers’ attitude towards both modes of peer review is supportive.As a new type of teaching approach,peer review can not only reduce teachers’ working load in reviewing but also make the classroom atmosphere more active.Therefore,teachers are willing to accept peer review.However,if teachers are lack of experience in applying peer review in their classes,it will not achieve effective result.Although comparatively speaking,OLPR is easier to monitor than FFPR,in the process of implementation,some technical problems of computer and internet may also create a challenge for some teachers.Based on the summary of the research results,this study proposed some suggestions for the implementation of on-line peer review and face-to-face peer review in college English writing teaching.First,with the continuous innovation of educational concepts and teaching methods,on-line peer review has become a new type of teaching model and curriculum assessment form,with its superior interactivity,timely feedback,and effectiveness.It can be adopted by most college English writing classes,or in combination with face-to-face peer review depending on the specific situation of students and teaching tasks to enhance students’ writing ability effectively.Second,before the implementation of peer review a training for students to have a better understanding of the rationale,principle,criteria and procedure is quite necessary.In this way,students’ anxiety on this new learning method may be eliminated,and students can actively take over responsibilities in learning process.In addition,a complete,specific and detailed requirement on peer review activity should be offered to the students for them to follow,which may ensure the effective implementation of it.Last but not the least,on-line peer review demands a higher requirement on teachers.Therefore,the training for teachers is very necessary which may include but limited to theory introduction,teaching method,class observation on on-line peer review.In such way,teacher’s role of guidance and supervision can be realized to effectively organize on-line peer review activity in order to enhance the effect and efficiency of English writing teaching.This study explored the attitude and response of non-English major undergraduate students on on-line peer review and face-to-face peer review on the theoretical basis of process writing theory and cooperative learning theory,and generalized the characteristics of the two peer review modes.This research results have certain positive effects on enriching process writing theory and cooperative learning theory and have practical significance to improve college’ English writing teaching.更多还原