写作是英语综合技能的一个重要方面，但是中国英语教学效果很难令人满意。传统的写作方法有被过程写作法取代的趋势。在过程写作方法中，写作反馈是一个重要环节，也是目前学术研究的焦点。写作反馈主要包括教师反馈和同伴反馈.国外二语写作研究始于20世纪80年代，研究结果存在较大差异，有些甚至自相矛盾。最近几年，这方面的研究呈多元化，有些研究把教师反馈和同伴反馈同时应用到写作教学过程当中，有些研究致力于研究影响反馈效果的要素，探求教师和学生应该关注的问题。但目前的研究没有涉及到高中英语写作中教师反馈和同伴反馈的比较。本文基于近年来英语写作反馈研究的成果与不足，探讨以下两个问题：第一，学生如何利用教师或同伴的反馈意见来修改作文？第二，教师反馈和同伴反馈对学生修改作文有何不同影响？第二，学生对教师反馈和同伴反馈的态度如何？参加本研究的81名学生来自于北京一所高中的一年级学生。 该81学生分成实验组和控制组。在实验期间，首先对实验组的学生进行了同伴反馈活动培训，然后组织实验组和控制组学生完成了三次写作任务，在写作任务当中分别实践了教师反馈和同伴反馈。本次研究工具为问卷调查，学生作文，前测、后测成绩。所有成绩通过文本分析和SPSS软件包进行定性，定量分析。研究结果表明：第一，学生会根据同伴反馈或教师反馈来修改作文。第二，反馈对学生作文的提高起着重要的作用。第三，教师反馈和同伴反馈对学生作文水平提高的影响有所不同。教师反馈的利用率更高而同伴反馈有更高的成功修改的几率和更多的自发修改。教师反馈引发较多的表层修改而同伴反馈引发较多的意义层面的修改。第四，学生对教师反馈和同伴反馈持积极的态度。因此，即使在中国以教师为权威的教学环境中，同伴反馈仍然起到有效的作用。因此，在外语写作中同伴反馈可以辅助教师反馈，从而帮助学生提高的英语写作能力。关键词：同伴反馈；教师反馈；比较研究；外语写作

Writing is an important aspect of English integrated skills. However, the result of English writing teaching in China is far from satisfaction. The traditional product approach is inclined to being replaced by process writing approach. Writing feedback is an important link in process writing approach and it is also the academic research focus at present. Writing feedback is mainly composed of teacher feedback and peer feedback. Feedback study on second language writing abroad began in the 1980s, however, there are big differences of the studies and some are contradictory. In recent years, the research in this respect has diversified. Some researches apply both teacher feedback and peer feedback to the process of writing teaching; some researchers focus on studying the factors influencing the effects of feedback and seek the problems that teachers and students should pay attention to. The current research has not involved in the comparative study of teacher feedback and peer feedback in senior high school English writing. Based on the limitations and achievements of recent studies, this thesis aims at answering the following questions:1. How do students deal with teacher feedback or peer feedback to revise their compositions? How about the effects?2. What are the different effects that teacher feedback and peer feedback have on students’ revising compositions respectively?3. What are students’ attitudes towards teacher feedback and peer feedback respectively?The participants are 81 students from a senior high school in Beijing. 81 students of two classes were divided into two groups—EG and CG. During the study, peer feedback training was given to students in EG as they didn’t know what peer feedback activity was. After that, students in EG and CG did three writing tasks in which teacher feedback and peer feedback were practiced respectively. The research instruments of this study are questionnaire surveys, the drafts of the writing tasks, scores of pre-test and post-test writing. All the data are analyzed by SPSS 16.0. The results of this study are: (1) When revising their compositions, students really assimilate peer feedback or teacher feedback. (2) Feedback has great effect of improving students’ writing proficiency. (3) Teacher feedback and peer feedback have different effects on students’ English writing. Students assimilate more teacher feedback than peer feedback while peer feedback has a higher percentage of successful revision and self revisions. Teacher feedback causes more surface changes while peer feedback causes more meaning changes. (4) Students hold positive attitudes towards teacher feedback and peer feedback. In a word, peer feedback is effective in China where teachers are considered to be authoritative. Therefore, peer feedback can be complementary to teacher feedback in EFL writing so as to improve students’ English writing proficiency.Key words: teacher feedback; peer feedback; comparative study; EFL writing