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ar, peer feedbackmay help foster a sense of ownership of text (Tsui&Ng, 2000), generate morepositive attitudes toward writing (Lockhart, 1995), enhance reader awareness(Mittan, 1989), facilitate their second language acquisition (Byrd, 1994), as well asimprove the learners’ oral fluency(Mangelsdorf, 1989). On the other hand, severalstudies also questioned about the effects of peer feedback in L2 writing as well asthe potential limitations in incorporating it  L2 writing classrooms. For example,L2 learners are not proficient enough to provide useful feedback to their peers(Carson&Nelson, 1994; Leki, 1990; Zhang, 1999.).As such, there is a need to discuss peer feedback in greater depth so that thefindings will help Chinese teachers implement peer feedback in more effective ways.
　　
1.2 Purpose and Significance of the thesis
This study is designed to investigate the use of peer feedback in the teaching ofEnglish writing in China. The rationale for this thesis mainly comes  thefollowing issues:To begin with, product-based approach has been adopted by Chinese teachersfor a long time, which require teachers spend a huge amount of time providingfeedback. And the teaching results are considered unsatisfactory. Another form offeedback, differ  teacher feedback, has been receiving more and more attentionboth at home and abroad. However, so far, whether peer feedback is effective andwhich form is more beneficial to students have been being under debate. Relatedstudies which attempted to address the contribution that the peer feedback made tothe overall quality of English writing did not reach a general agreement (Leki, 1990;Nelson, 1992; Stanley, 1992; Berg, 1999; Liu, 2003). As a result, there is a need tofurther discuss the Peer feedback in L2 writing with the hope of making relevantcontribution to this body of work.Secondly, there are a lot of empirical studies of peer feedback on Englishwriting in western countries, while, at home, relevant empirical study is few andinadequate, many of which address the issue mainly  theoretical perspectives(Zhang, 1995; Mo, 2007). And among those existing relevant empirical studies onpeer feedback, the main focus lied in the area of surface-level mistakes, grammarand vocabulary etc. Few empirical studies of peer feedback incorporated macro-levelareas  their research, such as the organization and content of the writing.Regarding this situation, the purpose of the study is trying to examine the effect ofpeer feedback on the overall quality of English writing through an empirical study,with emphasis on the organization and content.Thirdly, although peer feedback has advantages as well as defects presentedabove, some scholars and research literature suggested that “carefully designed peerfeedback training can get rid of most of the problems as well as optimize thesignificant role that the peer feedback can play in helping learners gain improved L2writing competence (Stanley, 1992; Berg, 1999; Mittan, 1989; Paulus, 1999). Thus,this study is designed to investigate the effects of peer feedback after training so asto help students provide effective and successful feedback.

 

1.3 Organization of the Thesis
There are five chapters concluded in the thesis. The first Chapter serves as anintroduction, which introduces the general research background, the significance forthe present study as well as the layout of the thesis.Chapter本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。