英语论文网

Chapter One Introduction

1.1 Background of the Study
Translation is a compulsory course for English majors. However, as we all know,translation teaching still occupies a very insignificant part and the importance oftranslation has not been duly recognized. English majors must possess comprehensivecompetence: listening, speaking, reading, writing and translation. Nevertheless, fromthe syllabus of English majors, we can find that listening ability and other abilitiesalways rank before translation ability. From the course setting, we can also see thatthere is almost no position for translation teaching. Translation courses are generallyset up in the senior class, and the class hours are very few: two classes once a week aswell as the courses open only one year, about 140 hours (Gu Xiaoyan, 2006).With the teaching shifting from teacher-centered to student-centered, how tomaximize the development of the learners has become a trend in today’s education.So developing students’ translation ability has been a common goal on various levelsand types of the translation course. In fact, not only in translation courses but also inforeign language courses, how to develop students’ foreign language skills has beenan area of concern (Wen Jun, 2004:52). As a consequence, the courses of translationshould focus on developing students’ translation ability.
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1.2 Purpose of the Research
The purpose of the research is to explore the validity and feasibility of peerreview in translation teaching to English majors. Specifically, the study will hopefullythrow some light on the nature of peer review in the Chinese specific context—thetranslation classes, trying to answers to the following questions such as howeffectively English major students can make peer review, how they incorporate peerreview, whether the incorporation of peer review results in improved translations, andhow they think of the effects of peer review. Meanwhile, the study will serve to fillthe research gap in the area of peer review and enrich translation literature with somenew findings. To test these issues clearly, the author made great efforts to the researchthrough certain scientific methods and eventually did some experiment. In ChapterThree and Chapter Four, the author presents a series of teaching procedures which arerelevant to the research.
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Chapter Two Literature Review

2.1 Key Terms and Basic Concepts
Peer review is one of the activities in the writing modification process, which istermed as peer response, peer feedback, peer evaluation, peer revision, peer editing, orgroup work. In the process of writing, the students replace their teachers to revise andcomment on their fellow peer’s drafts in both written and oral formats, and theyinteract with each other as sources of information. Peer review can generally bedivided into written feedback and oral feedback. At present, as a step of the process ofwriting, peer review includes the training stage before revision and teachers’commenting or the student’s self-modify after revision (Helfers C, Duerdens, Garland,et al, 1999). In brief, peer review refers to an activity that students work in pairs orsmall groups to read their fellow students’ drafts and make suggestions for therevision (Mangelsdorf, 1992). Peer review is also defined as “an activity in therevising stage of writing in which students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。