基于“活动理论”的同侪反馈中母语和二语的使用对比研究 = An “Activity Theory” perspective on the use of the first language (L1) and the second language (L2) in Chinese EFL students’ peer feedback

Abstract

摘要: 本文基于“活动理论”，研究了武汉某重点大学30名大二非英语专业学生在书面同侪反馈中母语和二语的使用情况。研究发现：(1) 中英文在反馈总数和详细反馈量上存在显著差异：中文反馈的总数要低于英文但中文详细反馈的数量要高于英文；(2) 作为重要的中介工具，中英文在反馈类型和反馈项目上表现了各自的特征：中文主要被用于书面评论性反馈，集中在内容和结构等宏观项目，而英文一般应用在书面修正性反馈上，聚焦于词汇和语法两个微观项目；(3) 基于活动理论的分析，学生在同侪反馈中进行语言选择的影响因素并不是单一的，而是多重因素综合作用的结果。 关键词：活动理论；同侪反馈；母语；二语；二语写作; Abstract: This study took 30 non-English major sophomores from a key university in Wuhan as participants to explore their uses of L1 (Chinese) and L2 (English) in peer feedback based on Activity Theory. Findings show that: (1) there are obvious differences in the use of L1 and L2 in feedback quantity and specificity: L1 feedback is less frequent than L2 feedback but the amount of specific feedback in L1 is greater than that in L2; (2) L1 and L2, as two important mediating artifacts, display respective features in feedback provision: L1 is often used in written commentary feedback, mainly focusing on the content and the structure while L2 is mainly employed in written corrective feedback, with a focus on vocabulary and grammar; (3) through the analysis within the framework of Activity Theory, various factors influencing students’ switch between L1 and L2 in peer feedback are found. Key words: Activity Theory; peer feedback; L1; L2; L2 writing;