同儕回饋時學生們在說什麼──依表達意圖分類分析

What Are Students Talking about during Peer Response?-Analysis of Utterance Purpose

本稿以表達意圖的觀點分析了台灣某大學作文必修課之同儕回饋會話，並報告其結果。分析資料採集自為大學2年級作文必修課。一學年的課程裡，總共進行了10次同儕回饋。每次都隨機地選了一組同學們錄音，之後文字化該些資料並加以分析。依表達意圖之觀點分析後，得到下列結果。首先，學生們幾乎都進行了改善作文為目的之對話。而且，因為有很積極的學生在該組別裡，所以更加促進了該對話的進行。反之，亦有雜談較多之現象，其原因有為同一組成員太過熟識；或為同一組成員互相不太熟，且不積極指出對方作文的問題點。再者，不去意識讀者之類的作文，以致讀者難以理解作文時，也較少觀察到以改善作文為目的之發言。

This article investigates whether students are discussing in order to improve their composition during peer response through analysis of utterance purpose. 15 sophomore students in a university in Taiwan enrolled in a compulsory writing course and participated in peer response. Peer response is done 10 times during the course. Each time, the conversation of a group which is randomly chosen is being recorded, and is transcribed as the data of this study.Result shows that most students aimed to improve their composition, especially students taking positive attitude toward peer response promoted discussion. On the contrary, two causes of the increase number of chat utterances are that group members are too close, and group members are not so close and passive to point out mistakes on peers' composition. And furthermore, in the case of readers having difficulties in understanding peers' writings, the number of utterances to improve the composition decreased comparatively.