学术英语写作教学中的教师反馈：整合型教学模式

Teacher feedback in EAP writing classrooms: An integrative pedagogical model

在大多数英语写作教学实践中，教师主要以书面形式对学生的文章提出修正性反馈，帮助学生提高语言使用的准确性。而学生大多是被动地按照教师的反馈进行修改，这使得课堂上本已稀少的师生互动更是大大减少。本文提出教师和学生为中心的循环互动教学模式，并将该模式应用到中国某高校英语专业研究生的高级写作课堂。该教学模式的基本原理是：提供形成性评价的教师反馈不仅是课堂教学不可或缺的组成部分，而且必须以教师和学生双方的积极参与为前提。教学实践证明，教师反馈应该以多种形式的师生互动为手段，鼓励学生积极参与课堂教学，从而提高教师反馈的有效性和学生的认知能力。

In most English writing classrooms, the teacher responses to student writing in the form of written corrective feedback, which is normally linguistically oriented. The student, on the other hand, takes the responsibility for revising in strict accordance with the teacher feedback. The rarely practiced teacher-student dialogue is thus largely reduced. A pedagogical model is proposed in this paper with both the teacher and the student consistently at the centre of teaching as a recursive and interactive process. Rationales behind the model are that teacher feedback as a means of formative assessment is an integral part of instruction, and that for feedback to be informative, both the teacher and the students are to be actively involved. The model was applied to an advanced writing course for English major postgraduate students at a Chinese university. It is suggested that teacher feedback should be conducted in various forms and be aimed at learners' cognitive development. The practice also indicates that effective feedback is closely linked to enhanced learner motivation.