| As the extending of teaching activity after class,homework can not only help students consolidate the knowledge which has learnt in class,but also strengthen the related skills.Meanwhile,as an important feedback way of English teaching,homework is of great significance to the formulation and adjustment of teacher's teaching plan.However,in teaching reality,the function of homework are becoming weaker and weaker influenced by traditional “spoon-feed” teaching style.The New English Curriculum Standards advocate that modern teaching should insist on the student-centered and respect students' learning subject.Therefore,the study plans to change the correcting subject from teacher to student,with the method of peer correction to English homework to promote students' English learning.Based on the Constructivism Theory,Cooperative Theory and Humanistic Theory,this paper combines peer cooperation with English homework correcting to explore the influence of peer correction to English homework for the students from Class 6 on Grade 8 of Huai Fanglu Junior Middle School which is in Huaibei city,Anhui province by means of experimental study.This thesis mainly attempts to reach the following three objectives: 1)improving students' English homework ability,increasing students' homework interest and fostering students' homework self-efficacy through the peer cooperative correction.2)to explore the influence of peer correction to students from different score levels in homework ability,homework interest and homework self-efficacy.3)based on the problems that students found in the process of correcting,putting forward some related solving strategies to promote students' English learning.In order to reach these objectives,the study carried out an experiment about homework correcting which lasted 10 weeks in that class which had 59 students.Before the correcting activity,this research made a survey with the questionnaire table which was about the situation of English homework in terms of homework ability,homework interest and homework self-efficacy,and collected the experimental data to prepare for the data' analysis in the following.When the correcting activity ended,the study made a post-experiment survey with the questionnaire table which were the same as the pre-experiment,and collected the experimental data,from the data's comparative analysis to both pre-experiment and post-experiment to testify the effectiveness of peer correction.In order to explore the specific influence of peer correction to students from different score levels,this research divided students into high-score group,medium-score group and low-score group according to the English final test scores from last semester,made a Paired-Samples T Test to different dimensions of questionnaire table between the pre-experiment and the post-experiment,and got the specific influence from peer correction to students in different levels.After the correcting activity,the study got the problems that students found in the process of correcting through an open questionnaire survey.Through the results analysis of Paired-Samples T Test to different dimensions of questionnaire table,it can be seen that peer correction can not only help students promote the development of English homework ability,but also increase the interest as well as the self-efficacy towards English homework.In addition,the influence of peer correction to students from different levels is different,too.Through the analysis of questionnaire table,it is found that peer correction has a greater influence to students from medium-score group and low-score group,while the impact on high-score group is relatively weaker.However,generally speaking,peer correction,to some extent,can help students in different grade levels promote the development of English homework ability,and increase the interest as well as the self-efficacy.The results of open questionnaire survey show that peer cooperative correction has gained consistent approving from both teachers and most of students.It is concluded from the students' homework problems that words memory,grammar mastery and writing are the weaknesses in the process of students' English learning.Therefore,in the process of English teaching,some measures should be taken to promote students' words memory,grammar mastery and writing development.Specifically,in terms of words memory,people can start from teachers' teaching and students' memory.Based on the principle of interest,practicality and suitability,teachers should adopt some measures to promote students' understanding to grammar,encourage the autonomous learning as well as the self-correcting in the process of grammar studying,and help them change the learning beliefs.On the basis of present situation of English writing teaching in China,translation-writing method,reading-writing method and computer-aided instruction are the good choices to increase students' writing ability.Finally,this paper gives the suggestions from teachers and students to perfect this correcting mode. |
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