英语专业学生作文互评培训的实证研究－以新疆农业大学为例

Training EFL learners for peer reviewing－A case study of Xinjiang Agricultural University

互评是英语写作教学中的研究热点，国内外有不少学者研究互评的优缺点，然而对于评语写作培训的实证研究较少。本研究基于Lev Vygotsky的可能发展区假说，对我院英语专业学生进行了评语写作培训－弄清写作意图、指出文章错误、给出问题解释和提出修改建议；实验通过分析比较实验组和控制组学生的作文评语、调查问卷和访谈，采用独立样本t检验，肯定了评语写作培训在写作教学中的必要性。培训后学生基于图式理论，对段落发展和文章结构等提出了自己的建议。培训改善了学生作文评改的效率，提高了学生语言文字的应用能力和作文表达能力，同时也促进了学生之间的文字交流，有助于学生逐渐完成从微观角度向宏观角度思维的过渡。问卷和访谈表明实验组的学生通过互评培训在语言习得、自我监控、建立自信心和写作技巧上有显著提高。

Peer review is one of the heated issues in the field of writing study. There have been many studies on the advantages and disadvantages of peer review, while there are few empirical researches about the training on feedback writing. Based on Lev Vygotsky's ZDP hypothesis, this study puts forward the idea of training on writing feedback such as clarifying writer's intentions, identifying problems, explaining the problems and making specific suggestions. The instruments are analysis of students' comments on writing pieces, questionnaire and interview between experimental group and control group with an independent-samples t-test. The data verified the necessity of training. After training, they could put forward their own suggestions on paragraph development and piece structure based on schema theory. Training also improved their reviewing efficiency, reinforced their capacity to apply specific words and express thoughts. Meanwhile, it enhanced the literal communication between students. All these helped students transform their thinking pattern from micro-level to macro-level gradually. The results of questionnaire and interview demonstrated that experimental group benefited a lot from training on peer review in the aspects of language acquisition, metacognitive strategies, confidence built-up and skill improvement.