Task Repetition with Peer Review as Corrective Feedback for L2 Writing in Mandarin Chinese

華語寫作中的任務重複循環：以生生互動回饋作為糾錯手段之研究報告

曾妙芬(Miao-fen Tseng) ； 耿子怡(Ziyi Geng)

《臺大華語文學習與科技》 2卷1期 (2022/06) Pp. 67-106

https://doi.org/10.30050/CLLT.202206_2(1).0003

摘要

Studies of task repetition have yielded fruitful results in terms of improvement of L2 oral performance (Bygate, 2001). However, the effects of task repetition on L2 writing have not yet been explored in writing in Mandarin Chinese. Drawing on Bygate's (1999) argument that task repetition involves the framing and reframing of language in meaningful and communicative contexts, this study investigates the impact of task repetition on L2 expository writing in Mandarin Chinese, with peer review functioning as corrective feedback and intervention. Twenty-two learners enrolled in a third-year Chinese language course were invited to construct and reconstruct their writing discourse through peer review. The peer review process featured a combination of computer-assisted and virtual face-to-face interaction. After repeating the writing task, learners completed a survey on the pedagogical value and design of peer review. Data analysis included descriptive analysis and statistical analysis through t-tests. The results of task repetition in writing revealed that the repeated tasks yielded different degrees of improvement in accuracy, fluency, and complexity. The survey results also reaffirmed the value of task repetition through peer review as a means for corrective feedback. Pedagogical implications, limitations of the study, and future research are outlined at the end of the paper.

關鍵字

task repetition ； peer review ； L2 writing ； complexity, accuracy, and fluency ； task-based language teaching

並列摘要

任務的重複與循環在口語提升方面的研究已經有了豐碩的成果（Bygate, 2001）。然而，其對於華語作為第二語言寫作的影響仍為一個未開發的領域。本文根據Bygate（1999）的框架，探討在溝通式任務重複與循環的情境下，學習者語言建構與重塑的情況，以及其對寫作說明文體的影響。在任務重複循環的過程中，以同儕之間生生互動與回饋作為修改寫作的手段。實驗參與者為22位選修三年級中文課程的大學生，他們透過同儕之間線下與線上兩者結合的形式完成寫作回饋的互動、交流與修稿，並於寫作任務完成後，填寫一份針對生生寫作回饋設計與教學目標的問卷調查。寫作語料分析包括描述性統計與t-test的推論性統計。分析結果顯示，學生全程完成寫作任務後，在複雜度、正確度與流利度三方面都呈現了不同程度的提高。問卷結果亦肯定生生交流回饋作為有效寫作糾錯手段對寫作產生的價值與效能。本文最後提出本研究對寫作任務的啟發，實驗結果的限制，以及未來研究方向。

並列關鍵字

任務的重複與循環 ； 生生互動回饋寫作 ； 第二外語寫作 ； 複雜度，正確度，流利度 ； 任務教學

參考文獻

Biber, D., & Gray, B. (2010). Challenging stereotypes about academic writing: Complexity, elaboration, explicitness. Journal of English for Academic Purposes, 9, 2-20. Http://dx.doi.org/10.1016/j.jeap.2012.01.001.

Biber, D., Gray, B., & Poonpon, K. (2011). Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45, 5-35. Http://dx.doi.org/10.5054/tq.2011.244483.

Biber, D., Gray, B., & Poonpon, K. (2013). Pay attention to the phrasal structures: Going beyond T-units-A response to WeiWei Yang. TESOL Quarterly, 47, 192-201. Http://dx.doi.org/10.1002/tesq.84.

Bygate, M. (1999). Task as context for the framing, reframing, and unframing of language. System, 27(1), 33-48.

Bygate, M., & Samuda, V. (2005). Integrative planning through the use of task-repetition. In R. Ellis (Ed.), Planning and task performance in a second language, pp. 37-74. Philadelphia, PA: John Benjamins.