英语论文网

ishes to refer one of classification strategies based on the relation to comprehensibility given by Burt and Kiparsky (1972) because of its close concern with the notion of mistakes mentioned in this study. These researchers divided error into two main types: global errors and local ones. Hendrickson (1978) notes that we will be able to realize which error is global or local, because error can be regard as “communicative” or “non-communicative” ones. According to Ellis (1997), while global errors such as over generalization or simplification have an effect on explanation of the whole structure of sentence, local error just affect a single factor in sentences, i.e. word, phrases, closures or grammatical morphemes. Burt and Kiparsky (1974) also claim that global error have higher hierarchy than local errors. Thus the global ones seem to be care about and be corrected more than local ones Norish (1983). However, those local errors can be considered as “minor ones”, error in tense and aspect”, they are popular mistakes of English writing learners.

2.3. Peer feedback and its impact on reducing mistakes and developing writing skill

“Knowledge is best acquired through negotiated interaction” (Grabe & Kaplan, 1996, p.380). There are many approaches to error correction and also definitions of peer feedback from many linguists and experts. According to Richards, et al,

Peer feedback is an activity in the revising stage of writing in which students receive feedback about their writing from other students-their peers. Typically students work in pairs or small groups, read each other's compositions and ask questions or give comments or suggestions (1992, p.268).

Some other researchers of EFL writing state that feedback play an essential role in the process of writing. Keh (1990) claims that giving feedback means giving comments and suggestions, which helps the writer edit his or her composition. Through teachers or classmates' feedback, students can know what kinds of mistakes they made and how to cope with those mistakes. Therefore, if students can get a “productive feedback”, they can correct their own errors and avoiding making the similar mistakes in the later writing tasks. It is wise for teachers to require learners' responsibilities for their own writing performance and their peers' ones because of the strong effect of peer feedback on students' review as well as their writing skill. Zamel (1987) supposes that peers are actual and direct readers or reviewers.

In the fact that, there are a number of methods teachers utilize to assist students check their mistakes but indeed teachers seem to not be able to resolve the problem individually. Students play the parts of both writers and readers or givers and receivers. Hefernik (1983) regards peer editing as learning and teaching instrument for teachers and learners because students can give helpful feedback each other.

Peer writers can edit their own written compositions basing on the readers' remarks and comments (Mendonca and John, 1994; Rollison, 1998), so the writers can be better at learning writing. Students can also have superior performance by the student-to-student activities because these activities are often more 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。