The Case Study On The Effects Of ZDP-based Corrective Feedback On High School Students' English Writing

More and more SLA researchers in the field of second language acquisition and writing become interested in correcting learners' language errors and the ways of providing feedback.However,with abundant achievements of the empirical study of the types of corrective feedback and its efficacy,there is still a far way to explore the solid evidence and standard to the effectiveness.Therefore,this study is on the basis of sociocultural perspective that aims to survey the zone of proximal development based corrective feedback on the high school students' English writing,trying to look for an effective and practical feedback.There is less researches on the zone of proximal development based corrective feedback and most of them go to divergent results.On the one hand,lack of the research method,the large sample size and deficient concerned to the language accuracy,fluency and complexity of individual;on the other hand,the shortage of the related empirical study and teaching blank,all of these factors come into the present study investigating the zone of proximal development based corrective feedback on the effect of high school learners' language accuracy,fluency and complexity on the English as foreign language classroomThe study employed ten weeks' design with pretest-treatment-posttest treatment.It utilizes interview and context analysis to address two questions:(1)What effects will feedback have on senior high school students' English writing competence in development areas(such as accuracy,fluency and complexity)?(2)What influence will the feedback bring to the learning attitude towards students' study of English writing? The study includes 6 participants who are chosen from Class Eight Grade Two in the Affiliated Middle School of Guang Zhou University.The researcher does some training for the six participants' 48 writing tests based on the “Regulatory Scale”.The results show that six participants show positive attitude towards the zone of proximal development based corrective feedback that have a great impact on English learners' learning attitudes.Furthermore,it could only foster only long-term gain in language accuracy and contrarily little efficacy in language fluency,but it had no impact in language complexity.