Teacher Feedback Clarity,Face Threat Level And Their Effect On The Writing Modification Of The Undergraduates At Different Self-Esteem

Foreign language writing is a language output skill.It is connected with the other skills of English learning--listening,speaking and reading.English learning is a whole and complete process.Writing is the process of output and the process of creating again,and writing is the medium of English learners to several other skills.The study of error corrective feedback in foreign language writing is a hotspot in recent decades of linguistic research.Feedback is an important research topic in the teaching of English writing,and is of great significance to the effect of writing teaching.Effective feedback can help students stimulate their interest in writing,maintain their enthusiasm for writing,improve their writing ability and maximize the teaching effect of writing.From a teacher’ s perspective,feedback is not only a cognitive process to help learners improve their writing skills,but also a social cognitive process for learners to communicate with each other,express their positions and gradually establish interpersonal relationships.So this study started from teacher feedback and further explore the effect of teacher feedback clarity,face threat level and their effect on the writing modification of the undergraduates at different self-esteem.The author raised the following research questions:1.What is the relationship between teachers’ feedback clarity,face threat level and different self-esteem level undergraduates’ writing modification?2.How does the feedback clarity and face threat level affect writing modification of undergraduates at different self-esteem respectively?3.What is different self-esteem level undergraduates ’ attitude to teachers’feedback clarity and face threat level?Ninety-one of non-English major undergraduates participated in this experiment,and the following conclusions were drawn by exploring the surface modification and meaning modification of students with self-esteem levels through feedback clarity and face threat level by independent sample T test and double factor variance analysis.The results are as follows:firstly,both feedback clarity and the face threat level have significant effects on learners’ surface and meaning modification.For students with low self-esteem,the successful modification made under the feedback of low clarity and high face threat level was significantly more than the successful modification made under the feedback of low clarity and low face threat level.However,the successful modification of students with high self-esteem under the feedback of high clarity and low face threat level was significantly higher than that under the feedback of low clarity and high face threat level.Secondly,Through the analysis of the separate effects of clarity and face threat,it was found that the surface modification of low self-esteem students under high face threat was lower than that of high self-esteem students.Under the condition of low face threat level,the meaning modification of high self-esteem students was higher than that of low self-esteem students.The surface modification of low self-esteem learners under high clarity was lower than that of high self-esteem students.However,the meaning modification of students with high self-esteem was higher than that of students with low self-esteem under low clarity.Finally,students with low self-esteem considered that high face threat level didn’t hurt their feelings,but high self-esteem students thought it was hurt their feelings.