Diagnostic Analysis And Feedback Design On CEPT Writing Of Hunan University

Writing has always been regarded as an impor tant standard to show learners‘language learning ability. We usually test learners‘writing ability by the multiplestands of task, grammar, structure and vocabulary. For foreign language learners,analysis of writing errors is helpful for students and teachers to develop more targetedteaching and learning activities. Previous studies in this area focused mo re on theanalysis of learners‘error types of writing and causes of errors, and there are fewresearches giving learners‘comprehensive feedback on their written productions.On the basis of process writing theory, the output hypothesis and the noticinghypothesis, using the way of error analysis, taking the writing samples of CEPT test inHunan University as research materials and the analytic scoring rate as the standard ofanalysis, the author of this thesis analyzes the difference of error distribution oflearners at different levels. Thus a diagnostic analysis and a comprehensive feedbackare given to learners at each level.There are three research questions in this thesis:(1) Does the analytic rating scaledifferentiate the learners‘writing ability very well?(2) What is the difference betweenlearners at each level when they committing errors?(3) What is the diagnostic resultand feedback design for each level according to the analytic rating scale?Through the analysis, the author finds that (1) according to the five differentdimensions of the analytic rating scale, learners at different levels show differentwriting ability, and the types of errors committed by learners at different levels arevarious. Among the most frequent text errors, vocabulary usage and grammatical errorsare the most serious;(2) the040level learners and the050level learners make almostthe same construct of error types, but all the five level learners commit errors onsubject-verb agreement, which accounts for a high percentage among all the types oferrors;(3) according to the diagnostic analysis of different levels, all learners need tostrengthen the basic language skills of subject-verb agreement, number forms of nounsand the collocation of words and phrases.The research results indicate the imbalance of the language competence amongforeign language learners. For the teachers and students, it is necessary to implementdifferent learning plans according to the different learning levels. Teachers andlearners should learn how to analyze learners‘weakness in writing and analyze theexisting writing errors, then find out appropriate feedback, so as to promote learners ‘ foreign language learning ability.