顾钧仪;杨冬玲;林秋萍;

• 1:同济大学
• 2:广州大学
• 3:首都师范大学

摘要(Abstract)：

文章以84名中学生为研究对象，通过课堂观察、焦点式写作和半结构式访谈三种工具收集数据，从反馈提供者和反馈接收者的视角考察英语写作同伴反馈中的学业情绪及情绪调节策略的类型与特点。研究发现：英语写作同伴反馈中的学业情绪包含12个类别、28种具体表现；受试使用8类学业情绪调节策略和20种具体调节方法，FR使用的策略类型更丰富；FP和FR在学业情绪及具体学业情绪表现、学业情绪唤起因素和调节策略使用上存在差异。学业情绪和学业情绪调节策略具有多样性、复杂性和情境性特征。教学中，教师及FP应注意唤起FR的正性学业情绪，帮助学生提高学业情绪调节策略，适时克服负性情绪的影响，有效提高同伴反馈和写作教学质量。

关键词(KeyWords)： 英语写作;同伴反馈;学业情绪;调节策略

Abstract:

Keywords:

基金项目(Foundation):

作者(Authors): 顾钧仪;杨冬玲;林秋萍;

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