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本文是一篇初中英语教学论文，笔者认为“i+1”同伴反馈模式要求学生积极参加英语自习课，在此期间，他们可以离开座位，向其他学生或老师寻求帮助。虽然反馈的氛围是轻松和活跃的，但也往往会引起一些问题，比如一些学生以讨论问题的名义说一些与学习无关的话；一些学生为了做其他事情而没有认真地向同龄人反馈，等等。因此，教师有必要严格监控学生反馈的过程。

CHPATER ONE INTROUDUCTION

1.1 Research Background

1.1.1 Requirements of The New Curriculum Standard for English Writing

The new curriculum standards set the following requirements for Grade 7~9 students regarding writing: 1) can choose the right words, sentence patterns and voice, describe and introduce people and things through oral or written discourse, express personal views with clear meaning and smooth language; 2) can introduce the main Chinese and foreign cultural phenomena (such as scenic spots, historical stories, cultural traditions, etc.) in spoken or written English with basic semantic coherence; 3) can correctly use the language, and the format is more standardized in the written expression; 4) can refer to examples and write simple paragraphs (such as replying to letters) with accurate language and appropriate meaning; 5) can combine pictures, text and other prompt information, supplement, continue or adapt the text, the language is basically correct.

Chen Jingbo (2007) concluded that the teaching objective for middle school English writing is not the requirements for students to learn to write in the real sense and there are few requirements for layout, but to develop students’ writing ability from several aspects gradually. Besides, Chen mentioned that these requirements can help teachers make teaching objectives, design teaching activities and set teaching evaluation.

1.2 Research Purpose

This research aims to explore the feasibility and effectiveness of the method of “i+1” peer feedback mode in English writing teaching in middle school to increase students’ interests in writing, develop their writing ability and provide some implications in teaching English writing.

Gong Xiaobin made a study in 2007 and found some problems in the form of peer organization, then he proposed “i+1” peer feedback mode and the core idea of it is “top-down evaluation and bottom-up appreciation”, Gong suggest that by implementing cascading feedback, an “i+1” effect can be achieved, with students at a lower level acquiring the envisioned skill and by implementing cascading appreciation, students at the lower levels are actually looking for the gap between their own expressions and those of students at the higher levels, that is the “1” in “i+1”, and gradually accumulating and improving their language skills.

According to Krashen (1987), “i” represents the current level of learners and “i+1” represents language material that is slightly above the current language level of learners. “i+1” input means doesn’t require people to deliberately provide, people can learn a second language as long as they have substantial exposure to the understandable input. It is important to know that both “i” and “i+1” stand for students’ writing level in this research because this is a writing research and students whose English level is high may perform well in English speaking, listening, reading but poor in writing. In addition, in this research there will be several groups in the target class, and each group including 1 high-level student, 2 medium-level students and 1 low-level student, since “i” represents 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。