A Comparative Study On The Influence Of Teacher Feedback And Teacher + Peer Feedback On High School English Writing Teaching

In the process of learning English, English learners should master the four basic skills. They are listening, speaking, reading and writing. Writing skills can deeply reflect the learners’ language competence and comprehensive abilities. It is more difficult for students to master and plays an important role in English teaching of high school. The researchers have done enormous researches on the difficulties and problems that high school students have encountered in their English writing. With the focus of the researches, writing feedback attracts many researchers’ attention, such as teacher feedback and peer feedback. Yang Jingqing(1996), Li Hong, Wu Shengmei(2005), Zhang Xuemei, Dai Weidong(2001),Wang Junju(2006)have done a lot of researches on teacher feedback, Xu Ying(2000), Mo Junhua(2007), Wang Xiang(2004), Deng Liming, CenYue(2010)pay more attention to the peer feedback. Although the teacher feedback and peer feedback are of great help to the students, they still exist the problems, such as the students have no obvious improvement and comprehensive development in English writing.On the basis of the previous studies, the author tries to make a combination of teacher feedback and peer feedback in senior high school. And the author makes a comparison between the traditional teacher feedback and the teacher plus peer feedback. After the teaching experiment, this study compares the scores between pre-test and post-test, and collects the information about students’ attitude towards the teacher plus peer feedback during and after the experiment. This research aims to test the effectiveness of combining teacher feedback and peer feedback.After three months’ study, the author finally comes to three conclusions :1)Both the teacher feedback and the teacher plus peer feedback can improve the students’ writing skills, but the students accepting the teacher plus peer feedback have a greater progress than the students accepting only teacher feedback, the gap among students’ writing in teacher plus peer feedback is narrowed. 2) Both the two feedback methods can improve the students’ proficiency, but in different areas. 3) The students accepting the teacher plus peer feedback have a positive attitude toward the new feedback method.Therefore, the author thinks that it is necessary to try to combine the teacher feedback and peer feedback in the future, which will maximize the role of feedback in writing teaching.