当代外语研究 ›› 2022, Vol. 22 ›› Issue (6): 76-85.doi: 10.3969/j.issn.1674-8921.2022.06.010

• 语言学与应用语言学 • 上一篇    下一篇

英语写作教学中同伴互评思辨效应研究

李艳(), 李涛()   

  1. 上海应用技术大学,上海,201418; 北京外国语大学,北京,100089
  • 出版日期:2022-12-28 发布日期:2022-12-02
  • 通讯作者: 李涛,博士,北京外国语大学英语学院博士后。主要研究方向为应用语言学与外语教学。电子邮箱:litaobfsu@bfsu.edu.cn
  • 作者简介:李艳,上海应用技术大学外国语学院副教授。主要研究方向为语言学与外语教学。电子邮箱:13774367749@163.com;
  • 基金资助:
    *本文系山东省研究生教育教学改革研究项目“基于U?G?S实践共同体的英语教育硕士信息化教学倾向培养研究”(编号SDYJG19071)和山东省社会科学规划课题“职前外语教师信息化教学倾向实证研究”(编号20CWZJ13)的阶段性成果。

An Experimental Study on Development of Critical Thinking Dispositions of English Majors through Peer Feedback in EFL Writing

LI Yan(), LI Tao()   

  • Online:2022-12-28 Published:2022-12-02

摘要:

本文依据思辨倾向理论框架,探讨了同伴互评对英语专业学生思辨倾向发展的影响。研究采用实验研究方法,将某高校英语专业77名学生分为实验组(37人)和对照组(40人),运用思辨倾向量表对两组学生进行前后测对比分析。研究发现,经过一年的同伴互评写作训练后实验组学生的思辨倾向水平总体较为积极且呈上升趋势,尤其在思辨自信心方面。而对照组学生的思辨倾向水平随着年级的增长呈下降趋势,尤其在分析能力和认知成熟度方面。实验组学生在思辨倾向总体水平、思维开放度、分析能力、系统化能力、探究性、认知成熟度等方面显著高于对照组,在求真度和思辨自信心等方面没有显著差异。研究表明,同伴互评融思辨于英语写作教学,能够有效促进学生思辨能力发展。在教学中,应鼓励学生参与同伴互评,关注学生情感体验,为学生提供脚手架,促进学生语言与思辨协调发展。

关键词: 英语专业, 英语写作, 同伴互评, 思辨倾向

Abstract:

Based on the theory of critical thinking dispositions, this study explored the impact of peer feedback in English writing teaching on the development of critical thinking dispositions among English majors. The study utilized an experimental design with 37 participants in the experimental group and 40 participants in the control group. Critical thinking disposition inventory was used to test students’ critical thinking dispositions. The results of pretest and posttest revealed that students in the experimental group showed an increasingly positive disposition toward critical thinking after one-year study of critical thinking-integrated English writing with peer feedback, esp. in critical thinking self-confidence, while students in the control group showed a tendency of decrease in critical thinking dispositions especially in analyticity and cognitive maturity. The posttest results showed a significant difference between the experimental group and the control group in open-mindedness, analyticity, systematicity, inquisitiveness, cognitive maturity as well as the general critical thinking dispositions while no significant difference was found in truth-seeking and critical thinking self-confidence. This study indicated that integrating peer feedback into English writing could contribute to the development of critical thinking among English majors. To synchronize the development of students’ critical thinking with the acquisition of language competence, teachers should facilitate students’ engagement in peer feedback by addressing their affective experience and scaffolding their feedback.

Key words: English majors, English writing, peer feedback, critical thinking dispositions

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