Chapter One Introduction
1.1 Background of the study
Writing has occupied an important position in English teaching of high school. It is not only one of the four basic skills of language learning but also the main reflection of integrated skills. In addition, English writing has been paid more attention in the National Matriculation English Test (NMET). Resulting from the higher requirements in curriculum, the count of writing in the NMET has been raised step by step, which should not been overlooked. In addition, with the publication of New English Curriculum for Ordinary High Schools, there are higher demands for English writing. Students can write cohesive passages with structural integrity. And when they make a statement they can express their opinions and attitudes. Students can write short essays or reports according to some information provided by words and charts. What’s more, students should try their best to conform to stylistic criterion and make fluent sentences during writing. However, for the whole English climate, compared with reading and listening comprehension, it still has been attached less importance in some degree. For most students, they treat the English writing as a dry task and something that makes them feel headache as long as they begin to write. The whole situation of English writing is not only merely unsatisfactory but also problematic. In the general situation, teachers arrange a composition, and then students write it and teachers correct mistakes for a large class whose students can be more than sixty. It’s not difficult to see that the feedback from teachers is not in time, in detail and sometimes they just give a score even without an elaborate explanation. Therefore, the teacher feedback is not enough to overcome the problems in writing. At the same time, students have less interest in writing than reading and the traditional teacher feedback training model makes students play passive roles. They lack the enthusiasm and passion of active learning. Besides, although the teacher has written down the comments and suggestions on the composition, students either cannot understand them or cannot correct the specific mistakes according to the comments. Even worse they just ignore them, which make them have a poor writing proficiency (Wu, 2017).
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1.2 Purpose of the study
With the improvement and perfection of English teaching methods at home and abroad, peer and self feedback attracts more and more attentions and studies. But the researches in our country, especially on the applications to English writing teach，英语毕业论文，英语论文 |
