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us researches made both at home and abroad, is tomake an experiment in two English-major classes which have English writing as a compulsorycourse to examine whether peer revision, as a new teaching approach, can appropriately beapplied in classroom teaching for three-year college students. Most previous experiments wereinvolved in the English majors of four-year students in college, who have comparatively higherlevel of English language. However, very few researches are made on the three-year collegestudents who have poorer English proficiency. So this research is made to test whether peerrevision can be applied effectively for this group of EFL learners.

1.2 Rationale of the research研究基本原理
Among the four basic skills of English: listening, speaking, reading and writing, writing isthe last in sequence, but it is the most important and difficult one. Due to the enlargement ofcollege students in recent years in China, the current situation of college English education isthat an average English teacher is required to teach three classes, each of which consists ofmore than 40 students. Faced up with piles of homework of students' writing, most teachersfind it a frustrating and unrewarding experience to grade them, especially when the teachers areconfused with the students' real writing intention, because even the teachers have no idea whatthe students are trying to express. So most English teachers either just correct the grammaticaland spelling mistakes or just give the students grades with a few unclear comments; when thehomework is handed over to the students, most of them never consult the teacher or thedictionary to make sure about how to correct their mistakes. Some of the students may readcarefully about the teacher's corrections and comments, while others may just glance at theirsores or grades. The traditional pedagogy neglect the students to revise their writing after beingreturned, so it makes the teachers feel frustrated to grade the students' homework. In China,many students practice writing only for various examinations, such as CET4, CET6, TEM4 andTEM8 etc. Due to this current situation, students can not be really interested in writing andhave the real sense of purpose or perspective of a target audience.Consequently the teaching of English writing has always been the week point of CollegeEnglish education, which in fact needs special attention. In China, most English teachers adoptthe traditional Product-Oriented Approach that only focuses on the students' final product noton the teachers' guidance or the students' revision during the whole process of writing. Asurvey made by the author of this thesis shows that among the five major universities in Shanxi,most College English teachers still use the traditional way to teach the students writing: theteachers give the students assignment, then the students will hand in their writing afterfinishing them, the teachers will correct their mistakes and give some comments to the students,which does not require them to rewrite or revise. The Process-Oriented Approach has gained itspopularity among many pedagogic theories and approaches and become the mainstream of theEFL teaching of writing. Peer revision has been the aid in helping the students in writing classto be the critical readers and writers. By using peer revision, students revise and rewrite theirwriting drafts with reference to their teacher's feedback and peers' feedback as well. During 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。