| In second language writing classes,it is a common practice to give feedback to students.When feedback is provided,the key consideration is the effects of teacher feedback on students writing.As is known to all that teacher feedback is a time-consuming and labor-intensive activity.Teachers know the fact that giving feedback effectively is challenging.The efficacy of feedback is one of the major controversies in second language writing.Whether teachers' feedback can accord with students' needs is also an important part to consider.Regardless of the increasing concern on feedback in English writing,there has been a marked absence of research about the international teachers' involvement in the instruction of Chinese student writing,let alone the characteristics and differences between Chinese teacher and international teacher' feedback.Based on the theories of SLA,this study attempts to investigate the respective characteristics of Chinese teacher's feedback and international teacher's feedback as well as the influence of these two sources of feedback.A case study was conducted in this research.Questionnaires and interviews were also conducted to solicit students'perceptions of the Chinese teacher and the international teacher' feedback and to further explore whether teachers' feedback accord with students' needs.The data come from the analysis of teacher's original feedback as well as the questionnaire and the interview.The research questions are as follows:1.What are the respective characteristics of the Chinese teacher and the international teachers' feedback?2.What are teachers' and students' attitudes towards feedback?3.1n what aspect does the Chinese teacher's and the international teachers'feedback influence students' English writing?It is found that there was no significant difference in terms of the quality of the feedback between the Chinese teacher and the international teacher in this study,both sources of feedback have advantages and disadvantages.They differed in the way of giving feedback on grammar,content,structure,idiomaticity of the vocabulary,etc.The feedback given by the Chinese teacher was more targeted and more acceptable by the Chinese students.It was particularly effective on grammar and sentence structure according to the questionnaire investigation.The frequently used indirect feedback strategy of guiding students to make modifications by themselves helps to cultivate the awareness of self-directed learning,the instruction of error types and model writings helps problem-solving and bilateral interaction between the Chinese teacher and his students.But the Chinese teacher has some deficiencies in providing more informative feedback to facilitate the development of students' long-term writing level and more creative thinking methods as well as more heuristic comments are expected to provide,with the aim to promote the ability of critical thinking and using the writing skills more flexible.The international teacher's feedback had better effects especially on the content,structure,vocabulary,idiomaticity of the vocabulary and infiltrated the writing skills and editing strategies into the feedback.The international teacher shows obvious advantage to find the errors that are difficult to detect by the Chinese students and provided informative explanation.Students' perceptions of feedback shows that the international teacher,feedback played positive role not only in improving students' specific error corrections,but also in enhancing students'English writing motivation,improving their autonomous learning ability and strengthening their intercultural consciousness,as well as increasing their confidence to English writing,but deficiencies also existed,that is subjective feedback,confusion about understanding the content and lack of communication.Implications are given according to the whole survey with the aim to better facilitate English writing teaching and bring enlightenment to fully make use of teacher feedback. |
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