Effects Of Peer Review On The Development Of Secondary Vocational School Students’ English Communicative Competence

Peer review is a cooperative learning mechanism, referring to mutual evaluation to the completeness of learning tasks, which is based on multiple theories like the theory of the Zone of Proximal Development, Cooperative Learning Theory and the Monitor Hypothesis. Research from scholars at home and abroad focuses on peer review effects, its comparison with teacher feedback, peer review training and implementation as well as its application to various course types.The term "communicative competence" was first proposed by Dell Hymes in1972, which was substantiated and expanded by many linguists. They put forward various models of communicative competence, the most typical one of which is the construction model of communicative competence raised by Canale and Swain(1980). Research focused on effective factors and cultivation of communicative competence has been done a lot.In spite of deep-going research on peer review and communicative competence, little research on the development of students’ communicative competence has been done from the perspective of peer review. Adapted to the demand of educational reform, classroom teaching has been being dominated by cooperative teaching, the mainstream theory and strategy in teaching, how the important evaluative mode of which, peer review, influences students’communicative competence, is imperatively needed to be discussed.Under this background, the research done with experiment method, questionnaire method and interview method, tries to discuss effects of peer review on the development of communicative competence of secondary vocational school students from the following two aspects:1) What are effects of peer review on the development of communicative strategy of secondary vocational school students?2) What are effects of peer review on the development of discourse competence of secondary vocational school students? By observing their performance in oral English classroom, the result shows a tendency that mother language strategy and avoidance strategy are used less while achievement strategy is used more by students, that classroom discourse and evaluating discourse of students increase while pause time in discourse decreases.