Peer Response in Second Language Writing Classrooms
Peer Response in Second Language Writing Classrooms
复制标题
第二语言写作课堂上的同伴反应
DOI：
10.3998/mpub.8952
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发表时间：
2002
影响因子：
1.7
通讯作者：
J. H. Edwards
中科院分区：
文献类型：
--
作者：
Jun Liu;J. H. Edwards
自20世纪80年代初以来，二语写作文献一直在讨论同伴反应，即学生通过积极参与彼此在多个草稿上的进步，共同努力以书面和口头形式提供对彼此写作的反馈。同伴反应活动已成为二语写作教学的一个普遍特征，但许多同伴反应研究的数据相互矛盾。有必要对它进行全面的调查，以帮助教师找出在课堂上可能有用或可能无用的东西。《第二语言写作课堂中的同伴反应》就是为了填补这一空白而写的。“第二语言写作课堂中的同伴反应”将为教师提供实用的指导方针，使同伴反应在课堂上有效，并将提供一个理论基础的目的和重要性的同伴审查，或反馈，因为它涉及到当前的写作教学法。
Peer response in which students work together to provide feedback on one another's writing in both written and oral formats through active engagement with each other's progress over multiple drafts, has been discussed in L2 writing literature since the early 1980s. While peer response activities have now become a common feature of L2 writing instruction, much of the research in peer response studies presents conflicting data. There is a need for a comprehensive survey of it in an effort to help teachers sort out what may or may not be useful to them in the classroom. "Peer Response in Second Language Writing Classrooms" was written to fill that void. "Peer Response in Second Language Writing Classrooms" will provide teachers with practical guidelines for making peer response effective in the classroom and will offer a theoretical grounding on the purposes and importance of peer review, or feedback, as it relates to current writing instruction pedagogy.