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1、中国非英语专业学生英语写作教学中同伴互评影响的研究----英语教学论文-->ChapterOneIntroduction1.1ResearchBackgroundAsaninternationallanguage,Englishbenefitspeoplealot,suchasenablingpeopletograspthelatestneunicateotedinstudyorcareer,etc.SoChinesestudentsarerequiredtohaveaprehensiveabilityofEnglishlearningStandardshavea
2、lsoputforunicateoruseitindailylife.Andamongthefourbasiclanguageskillsmentionedabove,ostdifficultoneforstudentstomaster.JustasNunan(2001:271)saysinhisongthefourbasicskillsofEnglishlearning,eansbetheleastinimportance.Intermsofskills,producingacoherent,fluent,extendedpieceofostdifficultt
3、hingthereistodoinlanguage.Itissomethingmostnativespeakersnevermaster.”ThissituationcanalsobeprovedfromthescoredistributioninCET4andCET6ajorcollegestudents.paredeareevenlooredepressingphenomenonisthatafterpracticing,thescoresofreadingandlisteningpartscanbeincreased,buttheaveragescoreso
4、fEnglishainthesamelevel.Sotheunsatisfactorysituationofcollegenon-Englishmajorstudents’EnglishprovedinordertomeetthequalificationsofCollegeEnglishCurriculumRequirementsy’sincreasingneedofgraduatesajorityofpanies.Alsobasedonthe2007CollegeEnglishCurriculumRequirements,graduatesshouldgras
5、ptheabilitytomunicateostannoyingpartforthem(Liu1998).Teacherfeedbackisusedmostfrequentlyintraditionalakegreatprogressinteacherfeedback,buttherearesomeproblemsexisting.Forexample,sometimesteacherfeedbackisambiguous,general,ineffectiveandnoteasytounderstand.Andteachersfeelpressuredtomen
6、tontheentionsthatpeerfeedbackcouldrescueteachersfromtheheavyburdenofwork-->anditishelpfulforstudentstoachieveasenseofaudiencebycooperatingates.Besides,studentsel(1985)andBerg(1999),studentsarecapableofofferingusefulfeedbacksatdifferentEnglishproficiencylevels;pre-trainingcanresultinbe
7、tterrevisionsandimprovements;it’sbettertoplementteacherandpeerfeedback.Sousingpeerfeedbackmaybeagoodthethanklessandlaboriousjobandgetstudentsmoreinterestedintheclassmatesteacherfeedback,andifthetanyresearchesputtingforelimitationssuchasthesmallnumberofparticipants.Alsotherearenotmanye
8、ffect
