Reviewer stances and writer perceptions in EFL peer review training

被引：46

作者：

Min, Hui-Tzu ^{[1
]}

机构：

[1] Natl Cheng Kung Univ, Tainan 70101, Taiwan

来源：

ENGLISH FOR SPECIFIC PURPOSES | 2008年 / 27卷 / 03期

关键词：

D O I：

10.1016/j.esp.2008.02.002

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

Research has shown that reviewers' stances can impact the efficacy of peer response/review and subsequent revision. The purpose of this classroom-based study was to compare reviewer stances and writer perceptions of/and attitudes toward these stances prior to and after peer review training in an EFL writing class. Eighteen intermediate EFL writers were coached for 2 months to make "revision-oriented" commentary by following a four-step procedure: Clarifying writers' intentions, identifying problems, explaining problems, and making specific suggestions. Each step characterized the probing, prescriptive, tutoring and collaborating reader stances, respectively. A textual analysis of reviewers' itemized commentary and retrospective interviews with writers revealed a dominant prescriptive stance among reviewers before the peer review training and a relatively more collaborative stance after training. The researcher discusses the research, methodological, and curricular implications of the findings and recommends a multiple-stance training procedure to better prepare ESL/EFL reviewers in the writing class. (c) 2008 The American University. Published by Elsevier Ltd. All rights reserved.

引用

页码：285 / 305

页数：21

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