好文推荐 | 二语写作者合作修改以及表现

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本期题目：Exploring L2 writers’ collaborative revision interactions and their writing performance

摘要：

Over the last few decades, researchers and practitioners have acknowledged the social aspects of language learning. This study drew on Vygotsky's sociocultural learning theory to investigate EFL students' interactional dynamics during a collaborative revision activity. It also examined the impact of this jointly performed task on participants' writing performance. Participants included five pairs of EFL learners enrolled in an L2 essay-writing course at an Iranian university. Each pair attended one collaborative revision session during which they jointly revised their argumentative texts utilizing the feedback provided by their instructor. The researchers collected the participants' interactions during collaborative revision and their revised drafts. Data analysis revealed that students employed a variety of functions in their negotiations including scaffolding. It was also observed that scaffolding was mutual and both partners benefited from the joint revision task regardless of their level of L2 writing proficiency. These findings suggest that collaborative revision can be incorporated in EFL writing pedagogy as a method to improve writing and revision skills.

Brief Introduction

本文探讨从合作修改的角度探讨了二语合作写作，是讲合作写作与写作过程结合的一个创新点。

Research Questions

1. How do EFLstudents engage in a collaborative revision activity?

2. To what extentdoes the collaborative revision activity improve the writing quality of EFLstudents?

Comment：

让二语写作者配对写作，并进行共同修改教师反馈的文章，将二人的交流过程录音，通过分析录音，找出共性的材料。

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