{"title":"基于网络的跨文化同伴反馈的对比分析","authors":"Qin Wang","doi":"10.7575/AIAC.IJALEL.V.2N.6P.111","DOIUrl":null,"url":null,"abstract":"This paper made a contrastive analysis on peer feedback generated by Chinese EFL learners and Native Speakers of English, who participated in a web-based Cross-Pacific Writing Exchange program. The analysis mainly focused on differences in terms of commenting size, nature and function; the pragmatic differences between two groups of learners were investigated as well. The present study afforded us lessons for peer review training program and provided pedagogical implications for L2 writing.","PeriodicalId":419123,"journal":{"name":"Journal of Dongguan University of Technology","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"A Contrastive Analysis of Web-based Intercultural Peer Feedback\",\"authors\":\"Qin Wang\",\"doi\":\"10.7575/AIAC.IJALEL.V.2N.6P.111\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper made a contrastive analysis on peer feedback generated by Chinese EFL learners and Native Speakers of English, who participated in a web-based Cross-Pacific Writing Exchange program. The analysis mainly focused on differences in terms of commenting size, nature and function; the pragmatic differences between two groups of learners were investigated as well. The present study afforded us lessons for peer review training program and provided pedagogical implications for L2 writing.\",\"PeriodicalId\":419123,\"journal\":{\"name\":\"Journal of Dongguan University of Technology\",\"volume\":\"2014 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2013-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Dongguan University of Technology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7575/AIAC.IJALEL.V.2N.6P.111\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Dongguan University of Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7575/AIAC.IJALEL.V.2N.6P.111","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
A Contrastive Analysis of Web-based Intercultural Peer Feedback
This paper made a contrastive analysis on peer feedback generated by Chinese EFL learners and Native Speakers of English, who participated in a web-based Cross-Pacific Writing Exchange program. The analysis mainly focused on differences in terms of commenting size, nature and function; the pragmatic differences between two groups of learners were investigated as well. The present study afforded us lessons for peer review training program and provided pedagogical implications for L2 writing.
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