本研究之目的在於分析描述同儕互閱中學生們所使用語言之功能及討論的內容。 十四位文化大學英文系三年級的學生於英文作文課堂上即席寫作議論文乙篇，並分成小組進 行同儕互閱。分析錄下的言談內容發現學生能夠使用不同的語言功能來進行討論，包括告知 、誘發回應、指示及覆述。研究結果並顯示學生們對於文章內容的討論佔最大部分。此外， 本研究亦證實了只要有充份的指導和練習，學生不僅能協助彼此訂正文法錯誤，也能夠改進 文章的結構和發展。

　　　　　The purpose of this study is to describe and examine the negotiations of the peer response groups in an EFL writing classroom in order to understand what actually happens when students tutor one another on their writing products. The negotiations of fourteen college juniors in either groups of 2 or 3 about one in class composition were audiotaped and analyzed. The result shows that students resorted to different language functions (inform, elicit, direct, restate) to achieve their purposes of communication. The fact that the highest proportion of negotiations dealt with the subject matter in the essays and a considerable amount of the talk was about the structure of the paragraph or the text suggests that if well informed and sufficiently trained, students are able to focus on global discourse issues such as content and organization of the essay, thereby countering the common belief that students can, at best, do sentence level corrections in peer response groups.