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本研究以上海某大学60名二年级学生为对象,对比考察教师反馈和同伴反馈在商务英语写作学习中所发挥的作用。作者运用剑桥商务英语(BEC)1写作真题对学生进行前测、后测,以分析接受教师反馈和同伴反馈的被试在商务英语写作水平、语言准确性及不同类型语言错误数目等方面的变化。所收集的数据经过分析后所得结果如下:(1)这两种反馈在促进学生的商务英语整体写作水平方面都有显著作用,但教师反馈的效果优于同伴反馈;(2)教师反馈在提高学生的语言准确性方面作用显著,而同伴反馈效果甚微;(3)就减少语法类错误而言,这两种反馈的效果相似;(4)而就减少非语法类错误而言,教师反馈的作用显著优于同伴反馈。本文分析了这两种反馈作用不均衡的原因及同伴反馈的局限性,并就如何在商务英语写作教学中优化使用两种反馈提出建议。
In this study, 60 sophomores at a university in Shanghai were selected to compare the effects of teacher feedback and peer feedback on business English writing. The author uses pre-test of Cambridge Business English (BEC) 1 to prepare pretest and post-test for students to analyze the changes in the level of business English writing, language accuracy and the number of different types of language errors in subjects who receive teacher feedback and peer feedback . The results of the collected data are as follows: (1) These two kinds of feedback have a significant effect on promoting students’ overall writing proficiency of business English, but the feedback of teachers is better than peer feedback; (2) The students ’language accuracy is significant, while the peer feedback has little effect. (3) The two feedbacks are similar in effectiveness to reduce grammatical errors. (4) In terms of reducing non-grammatical errors, teachers’ feedback Significantly better than peer feedback. This paper analyzes the reasons why these two kinds of feedback are unbalanced and the limitations of peer feedback, and puts forward suggestions on how to optimize the use of two kinds of feedback in the writing of business English teaching.