The Effect Of Teacher's Written Feedback Onstudents' Affective Aspects In Writing

This is research mainly to get the point of the teacher written feedback, discussing the affection of teacher written feedback to senior student's affective aspects and of the students'writing performances. There are three types of writing teacher feedback content-focus feedback, form-focus feedback and way of evaluation feedback.The research process adopts quantitative and qualitative method.Questionnaires and analysis of students'writing performances as quantitative research methods. Involving a teacher and two classes, totally 119 senior middle school students from NO1 middle school of JIA GEDAQI. Longitudinal study last one semester is designed. Data are collected from the writing performance tests and effective aspects questionnaires. Tests are preformed in computer by using SPSS11.0 for windows through Descriptive Statistics, Pearson Correlation Analysis and Independent Samples T Test. Interviewing with students face to face as qualitative method that in order to get the student's favorite written feedback.The research is based on the theory of Humanistic Education, Theory of Feuerstein Mediation, Krashen's Filter Hypothesis, Writing model theory, Theories of teacher feedback and affective aspects.And try to answer some questions:1. What kinds of teacher's written feedback do the student's favorite by interview?2. How teacher's written feedback affect the student's effective aspect?3. Whether the student's writing score and student's effective aspects correlation or not?The conclusion of the research is the following:(1) Most top student's favorite content-focus feedback.The low student's favorite form-focus feedback, such as grammar, vocabulary. Generally speaking,students mostly like the positive, concrete and encouraging teachers written feedback (2) Top student's motivation is belongs to integrative motivation. The average student's motivation belongs to instrumental. Top student's anxiety exists, but weakness. The low student's anxiety is biggest problem it is hard to change in short period of time after teacher feedback. Self-concept is easily influenced for students who get the lowest marks. Teacher's positive feedback will help them to build self-confidence. (3) There is correlation between affective aspects and writing performance.This thesis concludes five chapters. Chapterl mainly introduces research background, purpose and significance, review of the related study and organizations of the thesis. Chapter 2 introduces relate theoretical background in order to pave the ground for the current studying. Chapter 3 introduces students writing performance and teacher's feedback.Chapter 4 consists of three experiments. The last chapter is the conclusion part. It concerns with the major findings, limitations of the present study and possibility for the further study.