本文研究如何利用课堂展示活动中的同伴反馈促进非英语专业研究生的有效学习。课堂观察和问卷调查分析发现，以“提问”作为同伴反馈任务，有利于促进学生听众对展示内容的关注；以“描述性反馈”作为同伴反馈任务，有利于促进听众对展示策略与技巧的关注；而以“找错”作为同伴反馈任务，则有利于促进听众对语言现象的关注。经过培训与引导，研究生能够在实践中明确同伴反馈对内容、策略与语言等不同焦点的关注，逐步提高同伴反馈的质量，有效地促进课堂学习。

Classroom presentation activities provide opportunities for language output, but it is not clear whether the audience students are making good use of the classroom time and whether effective learning really takes place. Through analysis of classroom observation and questionnaire survey results, this paper argues that the use of “asking questions” as peer feedback task can promote the non-English major graduates’ attention to English classroom presentation contents. Specific and “descriptive evaluation” of presentation strategies and techniques also proves to be an effective form of peer feedback. In making descriptive evaluation, students should be guided to focus more on deeper issues of structure, logic and the use of supporting details. It is also necessary for teachers to help students pay sufficient attention to the accuracy and appropriateness of the English language used in presentation by “looking for mistakes”. The dual focus on both ideas and language not only guarantees the effectiveness of classroom presentation but also provides graduates with the chance to realize the gap between their language skills and communicative needs. Peer feedback is therefore an integral part of English classroom presentation activities that can urge all the members of the class to make full use of the classroom time to develop their skills.