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第一章 前言

1.1 问题的背景

写作技巧,包括语言、私人知识和技能、情感和个人观点之间的互动，他们之间的相互作用对于将英语作为外国语言的学生来讲，学习、开发是困难的和富有挑战性，尤其是在越南。在越南,英语教师有很多，他们中很多人认为,教授英语学习者写作技能比教授其他教学交际能力是更复杂的。虽然语言学习者必须认真学习已获得好的写作能力，他们仍然会在写作时犯各种错误或差错。换句话说,在外语写作的时候，英语学习者经常感到压力巨大和焦虑(斯普拉特&梁,2000)。

因此,语言教师和研究人员正在进行更为细致更为认真的研究，以了解如何做帮助学生减少他们写作过程中的错误。然而,他们也承认,在作文写作课上纠正每个学生的每个错误不管是对自己还是对其他的老师而言都是不太可能的，因为“纠正书面工作耗时”(Ur,1999,p.74),特别是对于大型类的写作作业。同行反馈(同学之间互相纠缠,同伴互评或同行评审)的优势是一个有前途的解决方法，可以用来鼓励学生阅读并给予意见和建议，在提交给老师之前，可以从同龄人那里得到意见和建议，并作出适当的修改，将错误降到最低。

Using peer correction in teaching writing skill to help

CHAPTER 1: INTRODUCTION

1.1. Background of the problem

Writing skill which includes language, private knowledge and skill, emotion and the interaction of personal opinion is difficult and challenging to learn and develop for many students in EFL contexts in general and in Vietnam in particular. In Vietnam, there are many teachers of English who even believe that teaching writing skill to EFL learners is more complex than teaching other communicative skills (Mazdayasna &Tahririan, 2001). Although language learners have to learn hard to have good compositions, they still have made a variety of errors or mistakes when writing. In other words, EFL learners often feel stressful and anxious when writing in a foreign language (Spratt & Leung, 2000).

Consequently, language teachers and researchers have made an effort to know how they can do to help students be able to minimize their mistakes in their writing. However, they also admit that it is impossible for them or any teacher to read and correct all the students' compositions on writing lessons because “correcting written work is time-consuming” (Ur, 1999, p.74), especially for large classes. Peer feedback (also peer correction, peer response or peer review) with its advantages can be a promising way which can be used to encourage students to read and give comments and suggestions together for enrichment of their peers' writings before the final versions of their products are submitted to their teachers.

Peer correction works as a vital part in the process approach to teaching writing because it helps learners realize their learning level as well as their demands for enhancement of writing ability. Brown (1994) and Gipps (1994) have the same opinion that feed back is one of the main factors in the process of English learning and teaching. Many other researchers, for example, Paulus (1999), Min (2006) promote the idea that verbal and written feedback should be applied to foster writing skills.

This strategy, thus, has been used popularly on the writing lessons of many English classes in Vietnam consisting of those at centre of Informatics and Foreign Language, Thai Nguyen College of Education, Thai Nguyen Uni. Ur (1999, p.74) states that peer correction can help us not only save time, but also develop the “critical reading” skill for “content, organization, style and language accuracy”. Additionally, peer feedback can receive an efficient method to make students to have critical thinking of writing and assessment skills than teacher feedback. I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。