A Study Of The Application And Effects Of The “multiple Versions” Mode In High School English Writing Teaching

The development of English writing skills is an important part of high school English learning and teaching. However, the current English writing teaching is found to be of little help in improving students’ writing performance, and what’s more, it causes wrong understanding and negative emotions among some students, which is, presumably, brought about by the deficiency and inadequacy in teachers’ understanding of the writing process and their pedagogy. In this thesis, the author focuses on the “multiple versions” mode of writing training and tries to elaborate and analyze the feasibility and effectiveness of this teaching mode in high school English writing teaching through empirical research.The research questions of this thesis are:1. What’s the attitude of teachers toward feedback in high school English writing teaching? And how do they provide their feedbacks?2. What’s the attitude of students toward feedback from teachers in English writing learning? And what’s the current situation as regards the effectiveness of the feedback from teachers?3. What is the effect of the “multiple versions” writing training mode on the degree of students’ acceptance to the feedback from teachers?4. How much can the “multiple versions” writing training mode improve the English writing performance of students?The research methods include survey, empirical research and interview. With the application of Excel and SPSS tools in sorting and analyzing the data, and summarizing the materials of qualitative research, the following findings are obtained:1. Teachers highly recognize the significance of feedback in English writing teaching, however, their feedback focuses on spelling, vocabulary and grammar, rather than the internal logics and structure which are much more important in writing.2. Due to current feedbacks from teachers, students also pay more attention in to spelling and grammar, but ignore the necessity to understand topic and the significance of logics and structure. In addition, as teachers pay less attention to the psychological demand, such negative feedback negates the positivity of students to write, and what’s more, the effectiveness of the feedback from teachers.3. The “multiple versions” writing training mode can effectivelyimprove the acceptance of students toward the feedback from teachers.4. The “multiple versions” writing training mode can effectivelyhelp improve the English writing performance of students.In light of the research findings, the author suggests that more importance should be attached to feedback from the teachers and the writing teaching should be better designed. The feedback from teachers and the acceptance of students are, in fact, a mutually interactive process. In high school English writing teaching, the “multiple versions” writing training mode can amplify the effects of feedback, inspire the students to write and help students to overcome theirreluctance and fear of English writing.