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Fee密 级研究生论文开题编号渤海大学教育硕士专业学位研究生硕士学位论文开题报告书论 文 题 目： An Empirical Study on Conducing Peer Feedback in L2Writing among Non-English Majors 研究生姓 名： 指导教师姓名： 专 业 方 向： 英语课程与教学论 所在院（系）： 外国语学院 年 级： 2004级 渤海大学研究生学院2006 年 5 月填本论文选题的国内外研究概况和发展趋势Peer feedback is a writing activity in which students from pairs or groups to read each others Composition and make suggestions for revision (Mangelsdorf 1992). Peer feedback has beenWidely used in L1 and L2 writing instructions. Nelson and Murghy (1993) attribute its emergence in writing to collaborative learning theory and the shift from product approach to process approach. Many claims have been made about its benefits. For example, Mittan(1989)has written that peer feedback achieve the following :provide students with an authentic audience; increase students motivation for writing; enable students to review different views on their writing; help students to learn critically their own writing; and assist students in gaining confidence in their writing. He also points out that peer feedback discussions allow students to use oral language skills ( Mangelsdorf 1992:275)Although peer feedback enjoys strong theoretical support and has became a regular feature of writing instructions abroad, it remains a rare scene in the teaching of English in China. This is because peer feedback is a common activity of the process approach (Mangelsdorf 1992), whereas L2 writing instruction in China is dominated by the product approach (Han 2001;Wu& Zhang 2000), in which only teachers have become interested in the process approach (Chen &Li 1999;Han 2001;Li2000;Zhang&Zhou 2002). As peer feedback is highly recommended by process proponents ( Ferris 1997), it is very likely that Chinese teachers will try this activity when they adopt the process approach. Therefore, research is needed to inform possible classroom practice.Although studies of peer feedback abound in the L1 and L2 literatures (DIpardo &Freedman 1998; Graner 1987; herrington &Cadman 1991; Mangelsdorf 1992; Nelson &Murghy 1993; Zhang 1995), only a limited few involve Chinese students (Carson & Nelson 1996; Lochhart &Ng 1995;Sengupta 1998). A survey of China National Knowledge Infrastructure reveals that from 1996 to 2003, there are only two published papers that are exclusively devoted to this topic(Xu 2000;Zhou 2003).Xu finds that Chinese college students like to receive peer feedback, which can enhance their motivation for writing. But her finding is based on only one review. Further investigation is required to examine the long-term impact of peer feedback. Zhou discusses the advantages of peer feedback and the reasons why it is rarely used in China, but she doesnt provide any empirical evidence. 本论文选题的基本内容、结构、意义（可加页）This thesis is on an empirical and survey study of conducting peer feedback in L2 writing among non-English major college students. Peer feedback is a writing activity in which students form pairs or groups to read each others composition and make suggestions for revision ( Mangelsdorf 1992). In this the process students have the chance to exchange constructive criticism on their work to help each other edit and hone their critical reading, writing, and speaking skills.The following are the benefits of peer feedback:1. Providing a wider audience for student writers;2. Teaching students to critically analyze their own writing and the writing of others;3. Motivating students to create multiple drafts and undergo substantial revisions;4. Familiarizing students with the format, style, criteria, and expectations of writing in the discipline being studied;5. Promoting active learning;6. Building classroom communities;7. Modeling the interpersonal, interactive, and group problem-solving nature of most workplace writing.Nowadays, peer feedback remains rare in the EFL environment in China. This study attempts to evaluate its use among not-English major college students in china and intends to investigate these questions: 1. Is it feasible to conduct peer feedback to substitute for part of teacher feedback in L2 writing in an EFL context like china? 2.What are the requirements that this activity depends on?Layout of the thesis:This thesis is composed of six chapters. The first chapter introduces the necessity and significance of the empirical study. The second chapter makes a review in the theoretical researches: the definition of peer feedback, factors affecting it, and practical studies abroad and at home. The third chapter describes the subject, the methods and the aims of the empirical study. The fourth chapter describes the conducting of the designed experiments, and solving the potential problems that we may meet in the experiments. The fifth chapter analyzes and discusses the data of the study in detail, and reports the results of the study. Finally in the last chapter the thesis draws a conclusion and tries to discuss the implications of the study for learning and teaching.The implications of this thesis:The ultimate purpose of this thesis is to discuss the feasibility of conducting peer feedback to substitute for part of teacher feedback in L2 writing in an EFL context like China, and to offer some suggestions of how to meet the requirements of practical peer feedback in practical L2 writing teaching.选题的研究方法、实验方法、技术路线的可行性分析，可能遇到的问题The subjects of my experiments are students of non- English major Grade one or Grade two in Zhejing Sci-Tech University.Testing instruments are the software SPSS, computer.Testing methods are questionnaires, and computer and manual calculations.We have to admit that there is a possibility that a few students fail to do as the teacher asked, though most of students can do well. Instead of reading and discussing each others compositions, they took the time to talk about irrelevant things. Therefore, teachers should carefully monitor the peer feedback so that they can do it effectively. The short, teachers cannot interpret peer feedback simply as a way to relieve their workload. It is true that the use of peer feedback can do part of the marking job for teachers, but is also creates new demands and new tasks for them.Carson and Nelson find that when Chinese students form peer response groups, their primary goal is to maintain group harmony. They are reluctant to criticize others compositions, to disagree with others or to claim authority. These traits reduce the effectiveness of peer feedback. Sengupta reports that in a teacher-centered, examination- driven, and accuracy- focused environment, students are indifferent to peer feedback and cannot perceive any value on it.现有的研究工作基础和条件，选题的仪器设备、图书资料的准备情况（可加页）图书资料应列出作者、论文著作名称、期刊或出版社名称、出版时间。至少列举国内外参考文献20篇；教科书、工具书不能作为参考文献；专著等参考书的数量小于总数量的三分之一。Until now I have had the ability to choose the proper subject (students of non-English major Grade 1 or Grade 2 in Zhejiang Sci-Tech university), and have collected some reference books and materials.Testing instruments are the software SPPS, computer.Testing methods are questionnaires, and computer and manual calculations.References:Bachman L. F.& A.S. Cohen 1998. Interfaces Between Second Language Acquisition and Language Testing Research (C) . Cambridge: Cambridge University PressBeason, L. 1993. Feedback and revision in writing across the curriculum classed. (J) Research in the Teaching of English 27.Carson, J.G.&G.L. Nelson. 1996. Chinese students perceptions of ESL peer response group interaction. (J). Journal of Second Language Writing 5.Chen, L.P.&Z.X.Li1999.English writing instruction: Theory and practice. (J) Jiefangjun Waiguoyu xueyuan xuebao (Journal of PLA University of Foreign Language ) 22.Deng,L.M, L.P. Chen, Y.Chen &Y.W. Zhan .2003. A systematic study of the process approach and its implications for college English writing instruction. (J) Waiyu Jiaoxue (Foreign language Education)24.Faigley, L. & W. Witte.1981. Analyzing Revision. (J). College composition and Communication 32.Dipardo, A. & S.W. Freeman . 1998 Peer response groups in the writing classroom: Theoretical foundations and new directions, (J). Review of Educational Research 58.Felchikov, N.1995. Peer feedback marking: Developing peer assessment. (J) innovations in Education & Training International 32Ferris, R,S.Pezone, R. Tade &S.Tintl 1997. Teacher commentary on student writing: Descriptions and implications (J) Journal of Second Language Writing 6.Ferris,D&B. Roberts. 2001. Error feedback in L2 writing class: How explicit does it need to be ( 10)ournal of Second Language Writing 10.Freeman, M. 1995. Peer assessment by groups of group work. (J). Assessment and Evaluation in Higher Education 20Graner, M.1987. Revision workshops: An alternative to peer editing groups. (J) Foreign Language world .78Herrington, J.&DCadman.1991. Peer review and revising in an anthropology course: Lessons for learning. (J) College Composition and Communication 42.Jacobes,G.M,A Curtis, G. Braine & S.Huang. 1998. Feedback on student wring: taking the Middle Path. (J) Journal of Second Language Writing 7.Li,S. 2000.Process approach as an important way to improve the teaching of english writing. (J) Foreign Language World 77.Liu,J.&Hansen, J.G.2002 Peer Response in Secong Language Writing Classroom (M).Ann Arbor, The University of Michigan Press.Lochhardt, C.&P. Ng.1995. Analyzing talk in ESL peer response groups: Stances,functions, and content.(J) Language Learning 45.Lyster R.& L.Ranta. 1997. Corrective feedback and learner uptake :negotiation of form in communicative classroom (J). Studies in Second Language Acquisition 19.Mangelsdorf,K. !992.Peer reviews in the ESL composition classroom: What do the students think? (J) EFL Journal 46本论文选题的研究特色和创新之处AS we know, teacher feedback and peer feedback in L2 Writing are both useful and there are some similarities between them. For example, both teachers and peers can recognize a week introduction or an unsatisfying conclusion. Generally, teachers will be better able to point out errors in language.The advantage of peer feedback is that your peers share your perspective on writing and your problems. You may also feel less threatened by feedback from peers You will certainly feel less obliged to accept comments from your peers than comments from teachers. Peers are best able to tell you if your writing is interesting or not and whether it makes sense to them. The important point is that your writing belongs to you. Whatever kind of feedback you receive, it is up to you whether you act on it or not.However, L2 teaching in China is traditionally teacher-centered and students are accustomed to getting feedback from the teacher. Some people think that teacher feedback is more useful than peer feedback because teachers know more about writing than your peers. Therefore, we were afraid that students should be unwillingly to do peer feedback, which is student-centered. So it is feasible or not to use peer feedback among Chinese students as a complement to teacher feedback? The answer to this question is very practical and important in Chinese L2 writing teaching. So this is the ultimate purpose of this thesis.Of course, simply telling students to respond to each others writing, however, is seldom sufficient. Experienced instructors have found they must teach students how to respond.总体安排和进度The first stage (2006.3-2006.8)I will collect and study the related materials, and get a general idea and design. I will study and sort out the theories of SLA and SLW on peer feedback and pay more attention to the achievements on it that other researchers got.The second stage (2006.9-2006.12)I will design the experiments and study methods in this stage.1. Subjects: students of not-English major Grade one or Grade two in Zhejiang Sci-Tech University. 2. Materials: the compositions of students of non- English major Grade one or Grade two in ZheJiang Sci-Tech niversity (writing time and degree of writing difficulty are controlled.) And the peer feedback of these compositions. 3. Conducting the concrete experiments under the supervising of my supervisor, and getting th