有關初中級日語作文課程中回饋活動的教學實踐－以peer response為主

The Feedback of the First-Intermediate Writing Class: Focus on Peer Response Activity-

當我們去尋問擔任作文教學的教師最大的困擾是什麼？相信許多老師都會回答，是否有一個可以提升學習者作文能力的回饋法。近年，由於社會文化學習理論的興起，學習不再被視為是學習者的產物；學習被認為是經由和環境的互動下所產生的。因此要瞭解學習必須要釐清其過程。也就是說要提升學習者的作文能力，我們必須先將回饋的步驟轉化成過程，並讓學習者去意識且參與此過程。綜合以上的觀點，在日語教育界裡也開始援用Peer Response回饋法，但在日語教育裡提到Peer Response的特徵及效果的研究報告並不多；且有關海外的日語教育的Peer Response的相關研究報告幾乎沒有。因此，筆者以台灣即所謂的外國語環境下的修習日語作文的學習者為對象，並為了讓學習者去意識且參與回饋過程，在作文課中導入Peer Response。本稿主要是探討台灣日語學習者Peer Response的特徵及Peer Response對其作文構成之影響。

Finding a feedback to upgrade learners writing skills is likely tobe the biggest challenge that most teachers encounter. Due to the rising ofsocial culture learning theory, learning is no longer just a learners outcome, but more like a result from environmental interactions in recentyears. Therefore, in order to figure out what learning is, one has tounderstand its processes. That is to say, the best approach to upgradelearners writing skills is to transform feedback into various processeswhich gives learners chances to participate in the processes.Peer Response has been implementing on Japanese languageteaching owing to these viewpoints. Unfortunately, we can hardly findany reports that deal with Peer Response in Japanese language teachingin particular, let alone researches regarding the special topic outsideTaiwan.By using Peer Response in Japanese writing courses, learners areasked to take part in its feedback processes in this so-called foreignlanguage learning circle. The research aims to find out characteristics ofJapanese language learners in Taiwan while Peer Response is to be putinto practice, nevertheless, its effects on learners writing composition.