The Application of Peer Response to Teach Writing

The Application of Peer Response to Teach Writing发表时间：2018-08-03T15:56:37.633Z 来源：《文化研究》2018年第6月作者：薛杨[导读] Process writing method focuses on process, promoting the teachers in the teaching, pay attention to the guidelines for the process.鲁东大学外国语学院山东烟台 264025Abstract: English writing, an important measurement of students’ English level, shows students’ comprehensive ability. Peer response, which is an essential part of English writing teaching, has become an important topic to many researchers and has a broad research prospect.Key words: peer response; high school; English writing teaching1. Brief Introduction of Peer ResponseIn recent years, social constructivism learning theory has been considered again (Crook, 2012: 16), a teaching evaluation research focus from the education administrative department to evaluate the teaching effect of assessment, assessment of learning transferred to the educators and learners to improve learning assessment. Peer response is new and unique. Its theoretical basis is the social construction of main learning theory: the knowledge is the learner under certain situation, using the necessary learning materials, with the help of other people (teachers and learning partners), get through the process of building structure (Vygotsky, 1978: 58), and many and so on.2. The Process Writing MethodProcess writing method focuses on process, promoting the teachers in the teaching, pay attention to the guidelines for the process. At this stage for middle school students need to complete several objectives: (1) choose the topic, it is very important, some students may not know where laid a hand on him, then teacher can organize the student to carry on the team brainstorming, group discussion topics of common interest, determine the title, teachers to organize the student at the request of the writing subject, writing to discuss the topic of points, to prepare for the back of the writing. (2) determine the purpose and the official start of the article writing, the students for the purpose of writing and form accomplish know fairly well, so as to ensure the accuracy of the writing. (3) clear the central idea of writing, each part of the article is to be linked to the main idea. Second stage of “rough draft”, the student in preparing to write is completed, will be discussed in the first phase of the collective results of combined with their own ideas, in this stage the teacher should encourage students to write more, ignore spelling mistakes and beautiful language, according to the set of outline, think clearly to express his thoughts. After “rough draft” completion of this stage, “change” is the next stage. The third part is the teachers’ evaluation. Edit the fourth stage, students based on the change of teachers give suggestions for further modification.3. ConclusionThe research object of this paper for grade one middle schools of two parallel class students, respectively high (1) and (2) a good class, random set up (1) class for that in comparative classes, high (2) classes for experimental classes.This research mainly revolves around three questions: (1) the students attitude towards peer mutual and acceptance?(2) peer mutual can improve the students’ English writing ability ?(3) peer mutual promotion effect on different students are the same?After eight weeks of the experiment, the author found that get the following three: First, most students willing to participate in the process of peer mutual, and most of the students to enrich their own peer mutual to composition content, but most of the students can not rely on the teacher evaluation, actively considered companion’s amendments.Second, through the experiment of the experimental classes and that in comparative classes before test and after test writing grade point average and independent sample t-test analysis found that after 8 weeks of writing training, two ways of writing a process can be in a certain degree.Third, through the comparisons of experimental measurement data before and after that in comparative classes and experimental classes, also it is the gap between the students writing, and accept only a single teacher that in comparative classes of students’ writing achievements regarding the gap between small changes.References[1] Crook. Peer Teaching[M]. London: Cambridge University Press, 2012: 16.[2] Jessica, W. Teaching Writing in Second and Foreign Language Classrooms [M]. Beijing: World Publishing Corporation, 2007.[3] Jonannessen & Mc Cam. Active learning: Cooperation in the college [M]. Nanjing: Nanjing University Press, 2002: 21.[4] Leki. The Study of Language [M]. Beijing: Foreign Language Teaching and Researching Press, 1990 :195.[5]Lewis & Pheeney. Teaching Mode, a Course Book[M]. Wuhan: Wuhan University Press, 1999: 55.[6] 莫俊华. 同伴互评提高大学生写作自主性[J]. 成都大学学报(社科版), 2007, (3): 76.[7] 王富春，张彩霞．大学英语教学中同伴互评法的可行性调查与研究[J]. 太原师范学院学报, 2010, (1): 22.[8] 吴育红. 同伴互评对大学生英语写作焦虑影响的实证研究[M]. 上海: 上海外语教育出版社, 2013: 30.作者简介：薛杨，1994年8月18日出生，女，汉族，现就读于鲁东大学外国语学院2017级外国语言文学专业。