本文以22名CSL中級水平留學生為對象,開展行動研究,驗證基于反饋的漢語多稿寫作教學模式的有效性。通過對教學對象的作文、反饋數據、調查問卷、訪談、錄音等實驗數據的定量與定性分析發現,中級以上CSL寫作教學可以引入基于反饋的多稿寫作模式,教師反饋與同伴反饋在此模式中都具有可行性與有效性。教師反饋因其權威性得到學習者信任,同伴反饋在反饋內容方面可以作為教師反饋的補充,提出教師反饋中忽略的問題,但它的作用主要體現為引導學生在"作者—讀者/評價者—作者"的身份轉變過程中,由對語言準確性的單一關注轉向對決定寫作質量各要素的注意,從以讀者/評價者的身份對他人的寫作進行監控,轉向以讀者/評價者的身份對自己的寫作進行自我監控,從而提升寫作能力。"教師+同伴"反饋集教師反饋與同伴反饋二者之長,是最為有效的寫作干預方式。

The action research,with 22 intermediate-level CSL students as the subjects,investigates the effectiveness of feedback-based multi-draft writing model.Data were gleaned from the students’ writings,feedbacks,recordings,two questionnaires and an interview.Analyses of the data indicate that teacher feedback and peer feedback are both applicable and effective in CSL multi-draft writing teaching model.Teacher feedback is trusted by learners for its authority.Peer feedback can be used as an important complementary source to teacher feedback.The results show that peer feedback is most effective in improving the writing proficiency because it draws learners’ attention to key elements determining the writing quality and raises their awareness of self-monitoring as a reader/reviewer.