关于大学英语写作教学中指导性同伴反馈的研究外国语言学与应用语言学专业论文.docxVIP

i i ACKNOWLEDGEMENTS In writing this thesis, I would first give my sincere gratitude to my supervisor, Professor Lu Ming, for her constant support, insightful suggestions and valuable help. Her professionalism and depth of knowledge have greatly influenced me during my three postgraduate years in soochow university, which would be a priceless treasure for the rest of my life. My heartfelt thanks also go to Professor Gu Peiya, Professor Heng Renquan, Professor Gao Yongchen, Professor Gao Mingqiang and Professor Wang Yu, whose teachings have built a solid foundation for my later academic research; and whose invaluable advice for this study have led me out of darkness. I also would like to extend my thanks to my classmates and roommates for their kindness and encouragements, without which my life would have not been so enjoyable and my thesis would have not been made into its present. Last but not least, my special thanks go to my parents for their never-ceasing support and encouragements, which have made me confident to face everything bravely. ii ii ABSTRACT English writing, as one of the five basic English learning skills, assumes an essential role of facilitating the language acquisition and improving the ability of using the language more effectively. Considering such importance of writing for EFL students, various researches have been conducted on how to help students improve their writing skills, and peer feedback has always been the research focus. Based on the previous studies on peer feedback, the present study designs a study on the process of editing-sheet guided peer feedback in a college English writing classroom. It attempts to answer the following four research questions: To what extent do students incorporate the guided peer feedback into revisions? What kinds of revisions do the students make in response to the guided peer feedback? In what aspects are students’ revised essays improved? What are students’ attitudes towards guided peer feedback? Thirty