| English writing ability is very important,but it has always been a weak link in English teaching in China.The teaching of English writing in China mostly adopts product approach.The current situation of junior high school English writing is not optimistic because of the use of product approach,which makes students neglect the improvement of their own writing and lack of opportunity to discuss writing with teachers and their classmates.In the 1970 s,communicative approach penetrated into writing teaching,and process writing approach came into being.In process writing,feedback runs through the writing process,and teacher's guidance permeates every writing link.With the development of process writing,feedback as an important part of process writing has attracted more attention.Feedback is that the reader gives the author information to facilitate the author's revision.It includes comments,asking questions and suggestion from the reader for revising the composition.Since the 1980 s,peer feedback has been gradually used in writing teaching.Many scholars affirm the positive role of peer feedback in improving students' writing ability and interest through empirical research.In the research of our country,peer feedback is mainly aimed at college students or senior high school students,while the research on junior high school students is relatively few.This study attempts to explore the role and effect of teacher-guided peer feedback in junior three students' English writing through empirical research.Teacher guidance is mainly divided into two aspects: peer feedback training guidance for students before peer feedback.It mainly includes psychological guidance,composition error type guidance,written feedback marker guidance and feedback simulation training guidance.And the guidance durning the peer feedback activities.It mainly includes guiding the problems in peer feedback activities,finding out the shortcomings in students' feedback so that students can avoid the recurrence of problems and so on.It mainly answers three questions:(1)What is the effect of teacher-guided peer feedback on different aspects of students' writing ability(structure,content,language,etc.)?(2)What is the effect of teacher-guided peer feedback on the writing ability of students at different levels?(3)What is the attitudes of students towards teacher-guided peer feedback? This study was conducted from September 13,2018 to December 29,2018 in the Second Middle School of Qin Huangdao.The subjects were 60 students from two parallel classes in the third grade of junior high school.Before the experiment,30 students in the experimental class were trained in peer feedback activities.During the experiment,the students in the experimental group revised their compositions according to peer feedback.The 30 students in the control class still use the traditional way of teacher feedback to revise their compositions.The research tools for this experiment are pre-test,post-test and questionnaire.The data will be analyzed by SPSS 19.0.The results show that:(1)In writing teaching,teacher-guided peer feedback can improve students' writing ability.It is embodied in structure,content and language.Language improves the most,followed by content and structure.(2)Teacher-guided peer feedback has different effects on different levels students' writing ability.Low-level students improve the most,followed by middle-level students,and finally high-level students.(3)Most students hold a positive attitude towards teacher-guided peer feedback. |
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