| Poor revision of students’ compositions and insignificant improvement of their writing skills are among the key concerns of second language writing instruction.Scholars have used various theoretical hypotheses and empirical studies to solve this problem,among which studies on feedback are the focus.Feedback has been considered an important component of second language writing instruction and plays a very important role in the improvement of students’ writing levels and skills.Among them,teacher feedback and peer feedback are the two most dominant forms of writing feedback.Both types of feedback provide feedback and evaluation of students’ writing,help students revise their writing,and improve their writing.Peer feedback is complementary to teacher feedback.In view of this,this paper combines teacher feedback and peer feedback and discusses(1)what are the contents and characteristics of teacher feedback and peer feedback in the "teacher feedback + peer feedback" model?(2)What are the effects of teacher feedback and peer feedback on the effectiveness of students’ essay revision?(3)What are the students’ attitudes toward different types of feedback?This paper analyzes students’ attitudes toward different types of feedback,the content of teacher feedback and peer feedback,and their effects on students’ essay revision using questionnaires,interviews and text analysis under the guidance of dynamic assessment theory with 12 international students of intermediate Chinese and one teacher as the research subjects.The results show that(1)students agree with the "teacher feedback + peer feedback" model,and they think that this model can help them revise their compositions.Among them,students thought that the teacher’s verbal feedback was the most helpful,and reviewing peers’ essays also helped them revise their own essays.(2)In terms of the content of feedback,teachers mainly gave feedback on students’ linguistic errors;in terms of the form of feedback,direct feedback was the main form,and indirect feedback was the supplementary form.(3)Peer feedback mainly adopts three strategies: asking the teacher for help,basing on writing judgment criteria and using external resources;peer feedback on language forms presents grammatical feedback as the main feature,and in terms of content emotionally presents positive feedback as the main way of overall and partial,affirming the essay,pointing out problems,giving solutions and making suggestions.(4)In terms of revision effect,"teacher feedback + peer feedback" can cause most of the successful revisions;in terms of revision types,superficial revisions are more than content revisions;in terms of students’ adoption rate,students’ adoption rate of peer feedback is slightly higher than their adoption rate of teacher feedback.The findings of this study can not only broaden the research on second language writing feedback,enrich the research on Chinese second language writing feedback,and verify the application of dynamic assessment theory in Chinese second language writing feedback,but also provide useful insights into what kind of feedback Chinese teachers give to students under what circumstances,how to provide feedback,and the modification effects of different feedback in actual teaching activities. |
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