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sted to be patient and tolerant to those failed attempts. Revision alonedoes not ensure that there will be a marked improvement in the following draft.Increasing students' notice and giving them the opportunities to understand the intent ofpeer feedback can promote a better understanding of revision and help the students torespond to the feedback given in an appropriate manner. Hence, teaching studentsstrategies to process and interpret the feedback given and to respond more successfully isnecessary. In the local-issues revision, specific marking is an appropriate method. Duringclassroom interactions, the "elicitation" feedback is recommended over direct correctionbecause the former will engage the learner in deeper processing of the feedback as wellas the target error. Therefore, the teacher should pay more attention to the learner'sattempt at and success in error detection after the feedback treatment.After the peer feedback, teachers' guidance helps feedback processing. After thepeer feedback activity, the teacher can illustrate the sample used for the high-leveledstudents to appreciate in the process of feedback for the whole class, and point out themost common problems in terms of content and organization. At the same time, theteacher should pay attention to the adoption of the feedback for local issues. It followsthe order spelling & punctuation, word usage and grammar, revealing the students'different proficiency levels of dealing with different types of errors. Therefore, theteacher is supposed to provide models a little bit later so that the learner can do a fewmore attempts by themselves. The teacher should be aware of the distinction between"treatable" and "untreatable" errors. The former are the errors, such as verb tense andform, subject-verb agreement, article usage, plural and possessive noun endings, andsentence fragments, which occur in a rule-governed way, and learners can refer to agrammar book or set of rules to resolve the error, while the latter include the errors, suchas word choice errors, with the possible exception of some pronoun and preposition uses,and unidiomatic sentence structure, resulting from problems to do with word order andmissing or unnecessary words, which are idiosyncratic and require learners to utilizeacquired knowledge of the language to correct the error (Ferris, 1999). Accordingly, theteacher can select the typical untreatable errors and illustrate them in classroom, whichhelps to bridge the gap between error detection and correction. Discussion in class willalso offer a great help for the peer feedback because their errors can be corrected with thehelp of their peers orally. The students may look for the correct forms of language indictionaries or reference books. That is, peer feedback with class discussion about thepeer feedback can stimulate the need for further automatic studying, which is the basis ofsecond language acquisition.

 

5.3Peer feedback as the complement of teacher feedback
In general, teacher written feedback is a central component of writing instruction,but peer feedback can be used as an effective alterative in teaching EFL writing. Englishteachers in Chinese college can employ peer feedback and teacher feedbackcomplementarily in teaching EFL writing. There are at least two advantages of peerfeedback used as the complement of teacher feedback. One is to save time. Since Englishteachers in Chinese coll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。