Abstract Peer evaluation (PE) of student writings is increasingly conducted online these days, creating unique opportunities for intercultural communication. Adopting a socio-cognitive approach and drawing on data from an online exchange program between Chinese and American university students, the study examines how revision-oriented metapragmatic comments (MPCs) are used to adjust the salience of specific contextual factors in three dimensions: information (including socio-cultural, language, and writing knowledge), situational context, and interpersonal relations. The MPCs are found to have substantiated a host of pragmatic strategies, such as patterned moves, foregrounding or backgrounding information, evidentiality markers, dispreferred second turns, and highlighting group identity. Enhancing or degrading the salience of contextual factors, the MPCs facilitate the construction of a common ground between the Chinese and American students in terms of knowledge and personal affiliation. The use of revision-oriented MPCs in PE manifests the collaborative, mutually supportive nature of web-based intercultural communication.

中文翻译：

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基于网络的跨文化同伴评价中的元实用评论

摘要如今，越来越多的学生在网上进行学生作品的同行评估（PE），这为跨文化交流创造了独特的机会。该研究采用社会认知方法并利用中美大学生在线交流计划中的数据，研究了如何以修订为导向的元语用注释（MPC）在三个维度上调整特定上下文因素的显着性：信息（包括社会文化，语言和写作知识），情境和人际关系。发现MPC已经证实了许多实用的策略，例如模式化的举动，前景或背景信息，证据标记，不受欢迎的第二回合以及突出组身份。增强或降低上下文因素的重要性，MPC促进了中美学生在知识和人际关系方面的共同立场。在PE中使用面向修订的MPC体现了基于Web的跨文化交流的协作，相互支持的性质。