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Chapter One Introduction

1.1 Research Background
On the basis of the “English Curriculum Standards for General High School”,high school students’ English should reach the following standards. First of all, highschool students should be able to use words and charts to provide information andmake simple reports. In addition, students can write a common genre ofargumentation, describe a person or event and make a simple comment. And what’smore, students are able to fill in the the form of personal situation and adapt skitsbased on texts. However, there is a certain gap between high school students' Englishpractical writing competence and the requirements of the new curriculum standards.Most of the senior high school students’ writing competence can not meet the abovestandards.Writing is most difficult to master among the four basic language skills（listening，speaking，reading，writing). And it reflects English learners’ ability ofexpression and thinking. Nowadays, Writing has been a weak aspect in senior highschool English teaching. And it is difficult for both teachers and students. For a longtime, writing has been the subjective item with the highest scores in English exams.Because of that, writing difficulty is always hard to master and students’ scores existwide gap. In recent years, the teaching reform brought little effect. The writingsituation is not optimistic: most teachers don’t pay enough attention to writingteaching and a great majority of students treat writing negatively. Therefore, findingan effective way to change this situation is the primary task for English teachers.
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1.2 Research Questions
In order to know about the effects of the application of group peer-feedback in senior high school English writing，two questions are to be answered in this study.The first research question is: Can trained group peer-feedback writing teachingimprove students’ writing interest; The other research question is: Can trained grouppeer-feedback writing teaching improve students’ writing ability.
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Chapter Two Literature Review

This chapter introduces peer-feedback and English writing teaching in detail.First of all, the definition of peer-feedback is discussed. Then, it brings out somerelevant theories including process writing approach, cooperative learning theory,zone of proximal development. Afterwards, it elaborates the previous studies onPeer-feedback. At last, it reviews the previous studies on English writing teaching,and the relevant studies both at home and abroad.

2.1 Overview of peer-feedback
Peer-feedback is also called peer response, student evaluation, peer review, oralternate assessment. It refers to an activity that the peer exchange readingassignments, negotiate views and provide recommendations to modify thecomposition.Peer-feedback is designed to 'help students enhance their readers’ consciousness,reduce writing anxiety, make up for any deficiencies in their compositions, andpromote the quality of text output.' (Deng Liming, Ceng e, 2010).After students completed the first draft, timely peer-feedback information playsan important role in the composition modification. It can not only arouse the readers’centered awareness, enhance their interests in writing, and to enhance the processingdepth of the writers and feedback providers, error correction ability and the richnessof both cognitive schema. (Zhang