作文クラスのPeer Feedbackの可能性 : 初級半ばの日本語学習者を対象とした試み

要旨

What types of feedback can truly help learners of foreign languages improve their writing skills? Although teacher response to student writing has been an object of study for a long time, there is little agreement as to how and when teachers should correct errors and comment on content. However, it seems to be generally agreed that revision is an essential way to improve student writing. Peer feedback has been considered one of the effective ways to help student revision, as it requires students to read each other's work and so provides more concrete and clearer comments on writers' drafts than teacher feedback. The present study was intended as an investigation into the effects of peer feedback on the revision of pre-intermediate learners of Japanese. Audiotaped transcripts of the peer feedback sessions and the students' first and revised drafts were analyzed. The results of the study indicate that teacher instruction may affect the frequencies of certain types of negotiation strategies which students use during peer feedback, that peer feedback may function as one of the most communicative activities in JSL writing class, and that students can learn from their peers' comments. The findings of this study suggest that writing teachers should lead peer feedback in an appropriate direction and that teacher feedback should focus on the problems which students cannot solve either by self-revision or peer feedback.

主題