写作反馈对比分析：教师反馈和同伴反馈.docx

Literature Review on Feedback in EFL Writing: TeacherFeedback and Peer Feedback摘要：写作是一种重要的语言技巧，相比较听力、口语和阅读，写作更能全面 的展现学习者的语言精准水平所以我们需要对英语写作的教与学投入更多的精 力然而我们当前的大学英语写作教学收效并非显著一方面，老师花费大量的 精力和时间去阅读和修改学生的英语写作，但成效颇低；另一方面，学生只是表 面肤浅的理解老师的建议及评语或者甚至直接忽视老师给予的纠错反馈在一定 程度上来看，造成这种现象的原因可以追溯到结果教学法在英语写作教学中的广 泛应用而带来的影响结果教学法把英语写作过程看成是一个线性的活动，在这 一过程中没有课堂活动部分，没有互动而与之相对应的过程教学法把写作看成 是一个复杂的、相互重叠的认知过程，在这个过程中有学生的积极参与反馈作 为过程教学法的重要组成部分而引起广泛的关注，它包括：教师反馈、同伴反馈、 自我反馈和计算机辅助反馈其中，教师反馈和同伴反馈是其主要的两大部分 在二语学习环境下关于这两种反馈效果的研究很多，但研究结果有所不同，有的 研究者认为教师反馈的效果更佳而有的研究更倾向于在写作中使用同伴反馈。

在 以往的研究中，研究者们大多只侧重于其中一种反馈方式在大学英语写作教学中 的应用，而将两者教学方法结合起来应用的研究不是很多因此，本研究尝试将 两种反馈应用到大学英语写作教学中并期待通过实证研究能够在不久将来证实 其可行性和效度关键字：反馈；教师反馈；同伴反馈；外语写作Abstract: As an important language skill, writing can comprehensively present the learners' language proficiency compared with other basic skills such as listening, speaking and reading. Therefore, much attention should be paid to the teaching and learning of English writing. However, at present time, our college English writing instruction seems unsatisfactory. On the one hand, teachers contribute a great deal of time and energy to reading and correcting student's composition but with low efficiency; on the other hand, students spend less time superficially understanding teacher's suggestions and comments or even directly neglect teacher 's error correction.To a certain extent, this current situation can be traced back to the prevailing traditional product-oriented approach which assumes writing as a liner process, in which there is no students ' interaction within writing activities. On the contrary, the process-oriented approach assumes writing as a cognitive process, with which students can actively participant in writing activities. Feedback, an indispensable part of process-oriented approach of writing, has attracted great attention, which mainly encompasses teacher feedback and peer feedback. In ESL context, many studies on the effects of two types of feedback has been done. Nevertheless, the results of them varied greatly in these studies. Some scholars reviewed that teacher feedback is more favorable in writing class while others prefer to use peer feedback. Up to now, most of the researchers just focus on either peer feedback or teacher feedback, and few researchers have combined the two kinds of feedback in the context of the EFL writing. Hence, the study attempts to apply peer feedback and teacher feedback into EFL writing through an empirical study and look forward to its feasibility and effectiveness will be approved in the near further study in writing pedagogy. Keywords: feedback; teacher feedback; peer feedback; EFL writing1. IntroductionFeedback plays a prominent role in improving student's learning ability and strengthening his or her learning achievement in language pedagogy. In writing, feedback refers to “reader's comprehensible input from author whose function is offering information to reader to modify composition ” (Zhu, 2010). The efficiency of writing feedback will directly affect students' writing level as well as reflecting the effectiveness of teacher's writing strategies. Feedback in EFL writing mainly focus on: teacher feedback; peer feedback; self-feedback and computer-generated feedback. From which teacher feedback refers to the input provided by the teacher for the revision of students ' writings or assessment of learning performance (Keh, 1990) and peer feedback is defined as a system in which individuals evaluate counterparts' or peers' achievements of language learning including writing and reading (Topping, 1998). Teacher feedback plays a dominant role in L2 writing, while in recent years teacher feedback was given great attention through the popularity of process writing approach. Domestic and foreign scholars have already conducted a great deal of empirical research on teacher and peer feedback, but have not reached a consensus on the effectiveness and the ranges, methods and strategies of application. And many researches paid attention to the single study on different modes of feedback as well as focusing less on the comparative study of the efficiency, merits and demerits of integrating teacher feedback and peer feedback. Based on which this study will explore the effectiveness of combining teacher feedback and peer feedback and look forward to providing practically and significantly instructional feedback in EFL writing.2. Related Studies of Teacher Feedback and Peer Feedback at Home and AbroadThe study of writing feedback began in the 1950s. The scholars made a comparison between teacher 's error correction and peer's error correction with the guidance of teachers, the results of which examined that the efficiency of the latter is better than the former one. In the following 60 years, domestic and international scholars made a detail study on the practical effectiveness of peer feedback (Keh, 1990; Ferris, 1995, 1997, 1999, 2006; Paulus, 1999; Tsui & Ng, 2000; Ming, 2005; Liu。