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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-26编辑:lgg点击率:3273
论文字数:38500论文编号:org201308251135362270语种:英语 English地区:中国价格:$ 66
摘要:Peer feedback of students’ composition, as a complimentary method of teacher feedback, has greatsignificance in tertiary education in china because of the large number of students in each class. The hugeclass size which is the result of the expansion of college enrollment has made the English teachers’ joblaborious.
Chapter 2 literature review
This section gives a brief review of the empirical researches conducted earlier on peer feedback, but inthe first place, a clarification should be placed. In the literature review on writing assessment, we may findout that there are so many different names for peer feedback, such as peer review, peer editing, peerresponse, peer evaluation or peer revision. And in this thesis, the author chooses peer feedback as a coverterm. Before reviewing the previous related studies, the definitions of the key term in this paper, “peerfeedback” will be presented first.Keh (1990) definited peer feedback: feedback is the input from the reader to the writer in aim ofproviding information to the writer for revision. In other words, it is the comments, questions andsuggestions the reader give the writer to produce reader-friendly composition. Through feedback, the writermay point out problems in the drafts where the reader is confused or mislead by not providing the readerenough information, incorrect word use or illogical organization.Feedback is a very important aspect of English writing instruction, it may help students to find out thestrengths and shortcomings in his or her own writing and ultimately improve their writing.Villamil and de Gurrero (1996) had pointed:Knowing what exactly occurs when students get together to talk about a writing piece may provide important clues towhy peer revision is or is not successful and ultimately may help practitioners make informed decisions as to itsclassroom use. This issue is especially meaningful when it involved L2 learners, for whom the language of written andoral communication in the classroom is simultaneously the language they are trying to learn.” (Villamil & de Gurrero,1996:52).
Chapter 3 Theoretical Foundations......... 25-32
3.1 Collaborative learning theory........ 25-27
3.2 Process approach to writing........ 27-29
3.3 Vygotsky’s Zone of Proximal Development theory........29-32
Chapter 4 Research Methodology........ 32-39
4.1 Research questions ........32
4.2 Subjects ........32-33
4.3 Instruments........ 33-34
4.4 Procedures ........34-37
4.5 Scoring the students’ writing........ 37-38
4.6 Data collection........38-39
Chapter 5 Results and Discussions ........39-55
5.1 Questionnaire results........39-44
5.2 Analysis of peer feedbacks and revisions ........44-49
5.3 Comparison of students’ first drafts........49-50
5.4 Interview results ........50-55
Conclusion
Research into the use of peer feedback is new and lacking in EFL context, it needs mo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。