An Attitudinal Study On Teacher Feedback Of College English Composition

Written feedback is an important part of composition teaching. In view of the bad performance in composition test (e.g. in the CET in China), the thesis tries to explore one aspect of the bad situation whether there exists a mismatch between teachers'written feedback practices and students'expectations of written feedback, thus giving constructive suggestions in the writing teaching especially in feedback in order to improve students'writing abilities.Based on communicative approach, the present study carries out a contrastive survey study, involving 119 students and 75 teachers at three universities in Chongqing (including Chongqing University, Chongqing Normal University and Southwest Political and Law University). In order to assure the validity and reliability of the study, classroom observation and interview are also involved in the study so as to lessen the deficiency of questionnaire.The thesis tries to address the following questions: Firstly, what are the real teaching and learning situation of college English writing in the Chinese context? Secondly, do the teacher feedback practices on students'composition match their expectations? If they don't match, what are the differences? And what are the reasons for the discrepancy between teachers and students? Thirdly, what are the negative impacts on the learners? And how to solve the problems effectively?The major findings of the study are:⑴There is a mismatch between teachers and students in written feedback.⑵There are many reasons for the mismatch problem and the main one lies in the lack of communication between teachers and students.⑶Negative impact concerning the mismatch problem is strong on the learners.The author, therefore put forward three solutions to solve the problem: enhancing the interaction between teachers and students, using other aids to achieve the efficiency of teacher feedback and promoting students'autonomous learning in English writing.