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Title: Writer Perceptions of Reviewer Stances: A Qualitative Study
Other Titles: 外語寫作者對同儕評論者立場的看法:一個質性研究
Authors: 閔慧慈
Issue Date: Jul-2007
Publisher: 國立台灣師範大學英語學系
Department of English, NTNU
Abstract: 本研究旨在從寫作者的觀點檢視以英語為外語之大學生在接受同儕寫作評論訓練前後,其評論時所採取的立場是否有何差異。十八位學生參加為期兩個月之同儕評論訓練,訓練包含四步驟:要求學生在評論時需採取詢問、規範、指導、合作四種立場。經過研究者訪談分析,結果顯示寫作者認為同學在接受訓練之後,對寫作者的文章經常採取詢問的立場,受訓前較常採取的規範者立場減少許多。此一立場之轉變,可能有助於寫作者採納同儕評論者之意見,亦有助於作文修改後的品質。本文作者認為此一訓練模式,在運用同儕評論技巧以提升學生英語寫作能力的課程中,可提供教師作為參考。
The purpose of this study is to report writer perceptions of reviewer stances before and after peer review training in an EFL writing class. Eighteen EFL students participated in peer reviewing training designed to coach them to make "revision-oriented" by a commentary. The 4-step training procedure was characterized by a combination of probing, prescriptive, tutoring, and collaborating reviewer stances. A qualitative analysis of the retrospective interview data revealed that before the training, student writers perceived their reviewers to be authoritative grammar checkers. After the training, they felt that theft reviewers were more like collaborating panthers, which may have contributed to subsequent high incorporation rates and enhanced revision quality reported in an early study (Min, 2006). The researcher concludes that this training can help improve the quality of peer review comments, which, in turn, enhance student writing in EFL writing classrooms.
Other Identifiers: DA6585F6-749E-CD22-AE53-BB5BD6FFFA77
Appears in Collections:英語教學

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