| Acknowledgements | 第1-6页 |
| Abstract | 第6-8页 |
| 中文摘要 | 第8-13页 |
| Chapter One Introduction | 第13-16页 |
| ·Background and Significance of the Study | 第13-14页 |
| ·Methodology | 第14页 |
| ·Organization of the Thesis | 第14-16页 |
| Chapter Two Literature Review | 第16-36页 |
| ·Product Approach and Process Approach | 第16-20页 |
| ·Product Approach | 第17-18页 |
| ·Process Approach | 第18-20页 |
| ·Feedback | 第20-24页 |
| ·Definitions of Feedback in ESL and EFL Classrooms | 第21-22页 |
| ·Teacher Feedback and Peer Feedback in the ESL and EFL Contexts | 第22-24页 |
| ·Major Studies on Peer Feedback in Writing | 第24-34页 |
| ·ESL and EFL Students' Attitudes toward Peer Feedback | 第24-28页 |
| ·Effects of Peer Feedback and Teacher Feedback | 第28-30页 |
| ·Benefits of Peer Feedback to Givers and Receivers | 第30-34页 |
| ·Theory of Zone of Proximal Development(ZPD) | 第34-36页 |
| Chapter Three Empirical Study | 第36-44页 |
| ·Research Questions | 第36页 |
| ·Participants | 第36-38页 |
| ·Instruments | 第38-39页 |
| ·Raters of Pre-test and Post-test | 第39-40页 |
| ·Procedures | 第40-44页 |
| ·Pre-test | 第40页 |
| ·Peer Feedback Providing and Receiving Sessions | 第40-42页 |
| ·Post-test | 第42-44页 |
| Chapter Four Data Analysis | 第44-61页 |
| ·Tools for Data Analysis | 第44页 |
| ·Comparison between Language Proficiencies of CG and EG | 第44-46页 |
| ·Comparison between Two Groups' Performances in NMET | 第44-45页 |
| ·Comparison between Pre-tests of CG and EG | 第45-46页 |
| ·Data Analysis Concerning Pre-test and Post—test | 第46-54页 |
| ·Comparison between Pre-test and Post-test of Two Groups as a Whole | 第46-47页 |
| ·Comparison between Pre-test and Post-test of CG | 第47-48页 |
| ·Comparisons between Pre-test and Post-test of Participants of Same Language Proficiency Levels in CG | 第48-51页 |
| ·Comparison between Pre-test and Post-test of EG | 第51-52页 |
| ·Comparisons between Pre-test and Post-test of Participants of Same Language Pronciency Levels in EG | 第52-54页 |
| ·Questionnaires | 第54-56页 |
| ·Organization of Questionnaires | 第54-55页 |
| ·Results of Questionnaires | 第55-56页 |
| ·Interviews | 第56-61页 |
| ·Interview with Givers | 第57-59页 |
| ·Interview with Receivers | 第59-61页 |
| Chapter Five Findings and Discussions | 第61-66页 |
| Chapter Six Implications and Conclusions | 第66-68页 |
| ·Pedagogical Implications | 第66-67页 |
| ·Areas for Further Research | 第67-68页 |
| References | 第68-73页 |
| Appendices | 第73-82页 |
| Appendix Ⅰ:Scoring Criteria for CET4 | 第73-74页 |
| Appendix Ⅱ:An Example of the Peer Feedback Sheets | 第74-76页 |
| Appendix Ⅲ:An Example of the Sample Essays for the Giver Group | 第76-78页 |
| Appendix Ⅳ:An Example of the Sample Essays for the Receiver Group | 第78-80页 |
| Appendix Ⅴ:The Questionnaire for the Giver Group | 第80-81页 |
| Appendix Ⅵ:The Questionnaire for the Receiver Group | 第81-82页 |
| 作者简历 | 第82页 |
