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本研究考察外语写作动态评估中同伴介入与教师介入对英语专业学生写作能力发展的影响。来自中国一所大学的两位英语专业大三的学生和她们的写作课老师参加了本实验。学生B在课余时间写一篇500字左右的攻读国外硕士研究生的申请函。作为介入者,学生A和老师S啪基于其最近发展区分别帮助修改作文。对两个介入过程的对话录音转录的分析表明,教师介入与同伴介入存在一定的相同之处,他们都更多关注语言,都尽可能按照从暗示到明示的顺序提供学习者所需要的帮助,能有效提高学习者的写作水平。两者介入的差异在于,教师不仅提供了更多的帮助,而且能够较好地把握学习者的最近发展区,同伴介入者虽然尝试探索学习者的最近发展区,但没有使用全部的暗示策略。本研究结果还显示,同伴可以辅助教师完成动态评估的繁重任务,特别是在语言和内容方面。
This study investigates the impact of peer intervention and teacher intervention on the development of English majors’ writing ability in the dynamic assessment of foreign language writing. Two students majoring in English from a university in China and their writing class teacher participated in the experiment. Student B in his spare time to write a text about 500 words to apply for a master’s program abroad. As an intervener, Student A and Teacher S Pop helped to revise the composition respectively based on their recent development. The analysis of conversational transcripts of the two interventions shows that teachers’ interventions have some similarities with peer interventions. They all pay more attention to the language and try their best to provide learners with the help they need in the order from suggestive to explicit. Can effectively improve learners’ writing skills. The difference between the two interventions is that teachers not only provide more help, but also can grasp the learner’s recent development zone. Although the peer intervention attempts to explore the learner’s recent development zone, it does not use all the suggestive strategies. The results of this study also show that companions can assist teachers in the heavy task of performing dynamic assessments, especially in terms of language and content.