同伴反馈与初中英语写作教学研究_英语论文.docx

ABSTRACT

 English writing teaching is generally acknowledged as the most difficult part in English teaching in China. To improve English learners’ writing proficiency, peer feedback has attracted many researchers from home and abroad. They have studied the impact as well as advantages and disadvantages of peer feedback on students’ English writing proficiency in college. Moreover, some scholars have looked into whether peer feedback is beneficial for college students. However, there have been few studies on incorporating peer feedback into the EFL writing instruction in junior high schools of China. 

Based on such theoretical frameworks as process approach, cooperative learning theory and cognitive development theory, this study intends to investigate the feasibility and efficiency of peer feedback in an EFL writing course for the 40 students in a junior high school. Instruments involved in this study are questionnaires and interviews. Two research questions are addressed in this study：(1) After practice, what attitude do students hold towards peer feedback? (2) What do teachers think about peer feedback in English writing teaching?

After a two-month experiment, the results show that students generally hold a positive attitude towards peer review and feedback and peer feedback can stimulate self revision. At the same time, effective peer feedback can also stimulate self revision. To make peer feedback effective, teachers should combine peer feedback with teacher feedback, which may raise the interest and confidence of students. It is expected that findings can improve the English writing teaching in junior high schools of China.

Key words: peer feedback, English writing teaching, junior middle school

CONTENTS

ACKNOWLEDGEMENTS

ABSTRACT

摘要

Chapter One  INTRODUCTION-1

1.1 Background of the study-1

   1.2 Necessity and Purpose of the present study-2

Chapter Two  LITERATURE REVIEW-3

2.1 Theoretical Basis-3

2.1.1 Process Writing Theory-3

2.1.2 Collaboration Learning Theory-4

2.1.3 Cognitive Developmental Theory-5

2.2 Peer Feedback-6

2.2.1 Definitions of peer feedback-6

2.2.2 Research at home and abroad-7

2.3 Summary-8

Chapter Three  METHODOLOGY-9

3.1 Research Questions-9

3.2 Research Design-9

3.2.1 Context-10

3.2.2 Participants-10

3.2.3 Instruments-10

3.2.3.1 Questionnaires-10

3.2.3.2 Interviews-11

Chapter Four  RESULTS AND DISCUSSION-13

4.1 Results from the Questionnaire and Discussion-13

4.2 Results from the Interviews and Discussion-15

4.3 Results from the Peer Feedback and Discussion-16

Chapter Five  CONCLUSION-17

5.1 Findings17

5.2 Limitations.17

5.3 Implications17

REFERENCES-19

APPENDIX I21

APPENDIX II.22

APPENDIX III23