Peer To Change The Status Of Implementation In The Teaching Of English Writing Research

Writing is one of the four basic skills of language learning. Listening and reading are considered to be passive or receptive skills while speaking and writing, the active or productive skills. In English teaching and learning in China, the poor ability for listening and speaking has been paid close attention to and there are also more researches on reading than before. Since the 1980's, along with the impact of Cooperative Learning Theory as well as the shifting from the focus upon the results of writing teaching to the focus upon the process, more and more writing teachers of the second language have begun to adopt series of measures to lead the students' mutual correcting their own compositions in the classroom. Currently, quite a few researchers have done many researches upon the students'peer marking compositions in the teaching of English writing while only a small number of researches upon the writing teaching of the Five-year Normal School are being done. By way of the researches of five English teachers, together with 110 students of the fifth grade in our school, the main purpose of this thesis is to address the following issues:1. Do the students benefit from the peer correction in the English teaching writing of Five-year Normal School?2. How do the students deal with their teachers' marking compositions and the peer correction? Are there any remarkable differences between the two? (such as gender or academic achievements)?3. Is there any impact from the teachers' further correction upon their students' writing after the peer correction?4. Are there any problems of the peer correction in the practical application of English writing teaching of Five-year Normal School? How to avoid or solve these problems?Through statistics of the survey and analysis, the author gets the following conclusions:1) Students and teachers generally think that peer correction is good to raise the level of students' composition; 2) Female students more trust the teachers' correction, and this is related to the quality of the students in our school (Female students' academic performance is significantly better than male students in our school), also those students whose academic performance is good tend to carry out peer correction; 3) Students think that teachers' further correction to their assignments causes a positive impact. They all think that teachers' further modification can make them correct their often-making mistakes. And they think that they pay more attention to their diction in the process of writing.