Peer Review Negotiations: Revision Activities in ESL Writing Instruction
Peer Review Negotiations: Revision Activities in ESL Writing Instruction
复制标题
同行评审谈判：ESL 写作教学中的修订活动
DOI：
10.2307/3587558
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发表时间：
1994
期刊：
影响因子：
3.2
通讯作者：
Karen E. Johnson
中科院分区：
文献类型：
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作者：
Cássia O. Mendonça;Karen E. Johnson
本研究的目的是描述在ESL学生的同行评议中发生的协商，以及这些协商如何影响学生的复习活动。参加写作课程的12名高级ESL学习者参加了同行评议。分析了同行评议的录音记录以及学生的初稿和修改稿，并进行了后访谈。在这些同行评议期间，学生们提出问题，提供解释，提出建议，重复他们同龄人所写或所说的内容，并纠正语法错误。审查员产生了大多数类型的谈判。此外，来自不同研究领域的同伴二人组比来自同一领域的二人组更频繁地出现某些谈判模式。虽然学生们使用同龄人的评论来修改他们的文章，但他们有选择地将这些评论纳入修改中，自己决定在自己的课文中修改什么。最后，后访谈支持了学生进行复习活动的理由，并显示总体上他们认为同行评议是有用的。这项研究的结果支持了在二语写作教学中加入同行评议的必要性，并强调了同行评议在提供学生作文反馈方面的价值。
The purpose of this study is to describe the negotiations that occur during ESL students' peer reviews and the ways these negotiations shape students' revision activities. Twelve advanced ESL learners enrolled in a writing course participated in peer reviews. Audiotaped transcripts of the peer reviews and the students' first and revised drafts were analyzed, and postinterviews were conducted. During these peer reviews, students asked questions, offered explanations, gave suggestions, restated what their peers had written or said, and corrected grammar mistakes. Reviewers generated most types of negotiations. Moreover, certain patterns of negotiations occurred more frequently in peer dyads from different fields of study than in dyads from the same field. Although students used their peers' comments to revise their essays, they incorporated those comments in their revisions selectively, deciding for themselves what to revise in their own texts. Finally, the postinterviews supported students' rationale for their revision activities and revealed that overall they found peer reviews useful. The findings of this study support the need to include peer reviews in L2 writing instruction and underscore their value in providing feedback on students' essays.