An Action Research On Peer Editing To Improving Senior High School Students' English Lexical Level In English Writing

Writing plays a very important role in English learning,however as learners usually have very limited time to accept relevant training on writing that tend to make a lot of mistakes in writing,especially lexical errors.Learners can use peer editing to identify some lexical errors in English writing,to reduce their lexical errors and finally,to improve their ability in English writing.Based on the theory of Zone of Proximal Development(ZPD)and Cooperative Learning(CL),This research mainly uses three instruments: papers,interview outline and data.The author adopts action research method to research on 40 fresh students of a private high school in Siping City about three months.This study takes peer editing as a teaching strategy to reduce learners' lexical errors,and effectively improve students' English writing ability.Through this study,the author explores the specific steps on the use of peer editing in the English writing teaching.Firstly,teachers teach students some knowledge about peer editing and lexical error.Then teachers let students read other student's competition and fill a form of lexical error's evaluation.At last,students receive the form of lexical error's evaluation about their own competition from other people.Through analyzing the test paper after the first round of action research,the research finds that learner can identify peers' lexical errors in the part of world class error,case error and spelling error.Through analyzing the papers,teaching logs and questionnaire surveys at before the first action research and the second action research,the research finds that peer editing will reduce students' lexical error if teacher join learners' peer editing and give learners some guides,it is better than learners do by themselves.The research also proposes some suggestions.In order to help learners process peer editing,teachers should guide learners to use peer editing more properly and become a promoter for learners.The findings of this action research can server as a reference for teaching colleagues who adopt peer editing in their writing teaching.But the study is still insufficient and remains to be improved in the future.