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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-11-28编辑:vicky点击率:373
论文字数:42522论文编号:org202311211130526347语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文范文硕士论文提纲
摘要:本文是一篇英语教学法论文,本研究在Schunn的“最近说服能力区”理论的指导下,试图探讨以下研究问题:1 )低水平学习者怎样通过吸收来自高水平学习者的反馈对自己的写作进行修改? 修改结果是什么? 2 )高水平学习者怎样通过吸收来自低水平学习者的反馈对自己的写作进行修改? 修改结果是什么? 3 ) 来自不同水平同伴的重叠反馈对修改结果有何贡献?
Chapter Two Literature Review
2.1 Peer Feedback in Second Language Writing
Writing, as one of the most prominent language skills in EFL classroom, has received increasing attention (Fareed, Ashraf & Bilal 2016). It can reflect students’ overall language proficiency as well as their critical thinking skills. The evaluation of composition requires teachers to invest a large amount of time and effort. However, many English classrooms are large in Chinese higher education. As a result, most English teachers are supposed to teach two or three classes of over 50 students in each class in one semester (Hu & Zhang 2014). Under this circumstance, it is challenging for classroom teachers to give all the students timely feedback about their English writing. Without such timely feedback, students will be less motivated to develop and improve their writing skills. In order to improve students’ writing ability, researchers and educators both in China and abroad have explored many methods. Among them, peer review is particularly attractive.
2.1.1 Definition of Peer Feedback
Peer review is a writing teaching activity in which students exchange their compositions and put forward suggestions for revision (Mangelsdorf 1992). It is also known as peer feedback, peer evaluation and peer editing etc. In the process of second language writing, peer review means “students read each other’s drafts and make suggestions for revision” (Mangelsdorf 1992:274). It is a process of giving and receiving feedback on a piece of work or performance between individuals who share similar levels of knowledge, skill, or experience. The review process gives students the opportunity to communicate with each other, which is of significance for both sides. In other words, peer review has changed the one-way interaction between teachers and students to two-way interaction among students.
2.2 Previous Studies on Peer Feedback and Writing Proficiency in EFL Writing
2.2.1 Individual Learner’s L2 Proficiency and Feedback Effects
There is a well-established relationship between students’ proficiency and the feedback effect. The feedback effect refers to the impact of feedback on learning performance. Some researchers hold the idea that English proficiency influence the peer review process a lot (Wu 2019; Lundstrom & Baker 2009). First of all, students’ writing proficiency has a certain influence on the quantity, type and quality of peer feedback. Studies confirm that students always think their English proficiency impacts the focus, quality and accuracy of their feedback and learning outcome (Allen 2015). Allen and Mills (2016) also focus on how learners’ proficiency as well as their perceptions of their own and their peer’s proficiency influence and the type and quantity feedback given and utilized during feedback sessions. In the context of the undergraduate academic writing course, the researchers collected six Japanese College English learners who participated in peer review process. Written texts, interview data and classroom observations form a triangular data set, which is used to inform their investigation. The author’s first and revised drafts and the reviewer’s comments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。