The influence of teacher commentary on student revision
The influence of teacher commentary on student revision
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DOI：
10.2307/3588049
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发表时间：
1997-06-01
期刊：
影响因子：
3.2
通讯作者：
Ferris, DR
中科院分区：
文献类型：
--
作者：
Ferris, DR
在这项研究中，作者考察了47名高级大学ESL学生在110篇论文初稿中所写的1,600多篇边缘和结尾评论，考虑了每条评论的语用目的和语言特征。然后，她检查了每份论文的修订稿，观察初稿评论对学生修改的影响，并评估根据教师反馈所做的修改是否实际上改善了论文。很大一部分的评论似乎导致了实质性的学生修改，和特定类型和形式的评论似乎比其他更有帮助。研究结果对二语写作教学和未来的研究提出了一些重要的启示。
In this study, the author examined over 1,600 marginal and end comments written on 110 first drafts of papers by 47 advanced university ESL students, considering both the pragmatic goals for and the linguistic features of each comment. She then examined revised drafts of each paper to observe the influence of the first-draft commentary on the students' revisions and assess whether the changes made in response to the teacher's feedback actually improved the papers. A significant proportion of the comments appeared to lead to substantive student revision, and particular types and forms of commentary appeared to be more helpful than others. The results suggest several important implications for L2 writing instruction and for future studies on a vital but surprisingly neglected topic.