A Study On Teachers' Feedback To Students' English Writing In Senior High Schools

The theoretical basis of this thesis is based on the output hypothesis of second language acquisition and the interactive assumption.This thesis reports a study on teacher feedback in English writing teaching in three high schools in Weifang.This thesis adopts both questionnaires and interviews with teachers,and further explores the current situation in teacher feedback to English writing,including 1.The different attitude to teachers' feedback from teachers and students.2.The actual practice of teachers and students on teacher's written feedback;3.The suggestions to teacher's written feedback from teachers and students.Though the majority of teachers and students held the view that the effective feedback from teachers determined the improvement of their writing level,Data analysis shows that the current feedback methods cannot meet with the satisfaction of most of the teachers and students.Besides,teachers still use the traditional feedback method,which lacks efficiency.And most of the teachers are burdened heavily with their daily tasks,which makes them either delay their feedback or make a simple feedback,without making the necessary comments or correcting the errors validly.The feedback from the teachers' expectation is not consistent with the actual feedback from the students.They are eager to change this phenomenon and improve the efficiency of teachers' feedback and the interaction between teachers and students.Students can't form their own learning strategies of English writing because of lacking the ability of modification by themselves.Teachers neglect the content feedback,only focusing on the errors in grammar,spelling and sentence structures.They are expected to give the students more encouragement to motive their writing.Besides,many students don't respond to the teacher's feedback positively,neglecting it or doing little to correct it.Thus the teachers think they've made no achievement after making great effort.Based on the research findings,it is suggested that the feedback should be the intermediate link in writing teaching instead of end link.Teachers should provide a timely specific written feedback to students.Teachers should attach great importance to the content of the feedback and instruct students in forming the correct view of revision.