英语论文网

留学生硕士论文 英国论文 日语论文 澳洲论文 Turnitin剽窃检测 英语论文发表 留学中国 欧美文学特区 论文寄售中心 论文翻译中心 我要定制

Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal

英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献

ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter

澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文

小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法

英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查

temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语

经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目

日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题

职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意

商务英语翻译论文广告英语商务英语商务英语教学

无忧论文网

联系方式

Peer Feedback English major students argumentative writing empirical research

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-11-05编辑:hynh1021点击率:5533

论文字数:17600论文编号:org201210202049214843语种:英语 English地区:中国价格:$ 66

关键词:Peer feedbackTeacher feedbackLinguistic Proficiency

摘要:Although peer feedback is supported by several theoretical frameworks, whichincludes process writing, collaborative learning, Vygotsky’s theory of Zone of ProximalDevelopment, and interaction and second language acquisition, conflicting findingshave been reported about its usefulness and effectiveness. In view of this, this empiricalstudy was an attempt to explore the effects of peer feedback on L2 argumentativewriting of English majors in China.In particular, it examined the extent to whichpeer feedback could exert an impact on student’s overall writing quality. In addition,this paper tried to measure the characteristics of peer feedback among ChineseEnglish majors, including the ratio of incorporation and revision types.

  Chapter 1 Introduction
  
  1.1 General Research Background
  In the process of foreign and second language learning, there are four basicskills: listening, speaking, reading and writing. The cultivation of writing ability hasa great influence upon the training of the other three skills (listening, reading andspeaking). Connor (1990) claimed that writing is of great importance instrengthening the ability to reinforce language skills.In fact, there are many causes regarding this—students tend to make poorperformance in English writing. Some reasons have been drawn out by someexperienced scholars (Connor, 1994; Amores, 1997; Zhang, 1995), among which theteaching method is considered to be one of the major external factors to influencestudents’ writing proficiency.Traditional teaching method, product approach, has been dominated in theteaching of English writing class in China for a long time. According to Pinca(1982),she pointed out that writing should focus on linguistic knowledge, such asvocabulary, syntax and cohesive devices. In this approach, teachers emphasize thefinal product, which is the final writing of the students while ignoring the students’writing process. The product-oriented method of teaching writing pays greatattention to the accuracy and samples, under which method students do not havemany opportunities to discuss with and receive guidance  the teachers. PaulRollinson (2004) illustrates these views in details:There may have been deficiencies in the written comments of the teachers: theyhave been sometimes thought as being unspecific, incomprehensible, andinconsistent to the students. All of these thoughts come  the truth that theteachers are overloaded and they could not spend much time on every single student.Their burdens to teach and correct students’ writing are great (Rollinson, 2004:25)This is particularly the case in China, where teachers are confronted with anumber of students in each class. Also the purpose of teaching writing is a reflectionof this, for example, classes are often focused on exam practice and, even inno-exam classes, and students produce only one draft and receive feedback on this.Concerning the drawback of the traditional teaching method, some scholarssuggested the use of process approach  the teaching of English writing. With theincreasing of its popularity, the process approach in writing has been the mainstreampedagogy in EFL writing class. The process approach to writing attaches greatimportance to the process of writing, which, in particular, includes planning,transcribing and revision (Hayes, 1981). According to Sommers (1980), revision isnot only beneficial to the improvement of the writing quality but also promoteslearning by means of enabling writers to organize and reorganized ideas, and todiscover and create meanings.Peer feedback, as one form of process approach to English writing, has beenreceiving more and more attention  worldwide. The use of peer feedback in thewriting process begins in L1 writing. And its usefulness as a technique for L1writing pedagogy is well documented in the literature (Barnes, 1976; Brief, 1984;Cazden, 1988.).However, the study of peer feedback in L2 writing did not spring upuntil 1980s. In addition, the results of relevant researches are not in consistent witheach other. For example, some empirical researches show that peer feedback play avital role which cannot be replaced by teacher feedback. In particul论文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。

共 1/4 页首页上一页1234下一页尾页

英国英国 澳大利亚澳大利亚 美国美国 加拿大加拿大 新西兰新西兰 新加坡新加坡 香港香港 日本日本 韩国韩国 法国法国 德国德国 爱尔兰爱尔兰 瑞士瑞士 荷兰荷兰 俄罗斯俄罗斯 西班牙西班牙 马来西亚马来西亚 南非南非