大学英语写作中教师反馈和同伴反馈有效性的行动研究

摘要

The teachers＇and peers＇feedback got in English writing course by non -English major freshmen can be combined to study their rationality and adoption by the way of action research. The result shows that there is a positive correlation between the teachers＂ feedback and students＇writing ability, but the peers＇feedback has less rationality. So the teachers＂ feedback should be promoted while the peers＇feedback should be handled reasonably and carefully as a supplement to the former to improve students＇writing ability.%以行动研究的方法在一年级非英语专业学生写作课中将教师反馈与同伴反馈相结合,对教师反馈和同伴反馈合理性和采纳率进行了研究。结果显示：教师反馈的正确率与学生写作水平呈正相关,同伴反馈的合理性较低。因此教师反馈应在大学英语写作课中大力提倡,同伴反馈应设计合理,操作严谨,作为教师反馈方式的一种补充,从而提高学生的写作水平。