中国非英语专业学生英语写作教学中同伴互评影响的研究.docVIP

　　中国非英语专业学生英语写作教学中同伴互评影响的研究----英语教学论文 --Chapter One Introduction 1.1 Research Background As an international language, English benefits people a lot, such as enablingpeople to grasp the latest neunicate oted in study or career, etc. So Chinese students are required to have aprehensive ability of English learning Standards have also put forunicate oruse it in daily life. And among the four basic language skills mentioned above, ost difficult one for students to master. Just as Nunan (2001:271)says in his ong the four basic skills of English learning, eans be the least in importance. In terms of skills,producing a coherent, fluent, extended piece of ost difficultthing there is to do in language. It is something most native speakers never master.”This situation can also be proved from the score distribution in CET 4 and CET 6ajor college students. pared e are even loore depressingphenomenon is that after practicing, the scores of reading and listening parts can beincreased, but the average scores of English ain the same level. So theunsatisfactory situation of college non-English major students’ English proved in order to meet the qualifications ofCollege English Curriculum Requirements y’s increasing need of graduates ajority ofpanies. Also based on the 2007 College English Curriculum Requirements,graduates should grasp the ability to municate ost annoying part for them (Liu 1998). Teacherfeedback is used most frequently in traditional ake great progress in teacher feedback, but there are some problems existing.For example, sometimes teacher feedback is ambiguous, general, ineffective and noteasy to understand. And teachers feel pressured to ment on the entions that peer feedback could rescue teachersfrom the heavy burden of work -- and it is helpful for students to achieve a sense ofaudience by cooperating ates. Besides, students el (1985) and Berg (1999), students are capable of offering useful feedbacks atdifferent English proficiency levels; pre-training can res