A Study On Students’ Autonomy In Error-correction In Senior High School English Writing On The Basis Of Comprehensible Input Hypothesis

Autonomy in error-correction has become an important skill for high school students to master, as it can help students improve the accuracy of English writing. However, there are many students who do not have autonomy in error-correction after writing a composition, thus resulting in making all kinds of writing errors. If teachers can supply comprehensible teaching content which fits students’ actual level and needs prior to their writing, it will help them accumulate vocabulary and organize their logical thinking. After writing a composition, students compared the comprehensible input materials with what they have wrote in the class, it will develop their autonomy in error-correction and improve their ability of language expression.Both comprehensible input material and autonomy in error-correction have been used to benefit students in individual learning. After students understand the way of how to autonomy in error-correction, students’ cognition and teachers’ teaching aim can both be achieved. Based on this thesis, combining the comprehensible input hypothesis with autonomy in error-correction, it encourages students to learn effectively and arouses students’ writing motivation.This thesis aims to explore whether the theory of comprehensible input is valid for developing students’ autonomy in error-correction or not. It addresses two questions:(1) How to make students use comprehensible input materials in the writing class?(2) What is the impact of comprehensible input material on autonomy in error-correction?The subjects of this study came from Xiong Yue Senior High School, and the students were divided into the control class and the experimental class. A pre-test, mid-test and post-test were carried out in the experiment, and the test and questionnaire, also the data will be collected and analyzed. According to the result of experiment and questionnaire analysis, the advantage of comprehensible input material appeared. The findings suggest that the comprehensible input plays a positive role in promoting students’ English writing ability by developing their autonomy in error-correction.