An Experimental Study On Senior High School Students' Self-correction In English Writing

In the process of the second language acquisition and foreign language learning,writing ability not only reflects the level of learners' foreign language,but comprehensive language application ability.Writing is one of the five basic skills of English learning and an effective approach of communication,which is becoming more and more important in English learning.With increasingly deepening of economic globalization,English abilityhas been an important evaluation criteria of enterprise to select the high-end talent.In 2010,the Ministry of Education promulgatedthe National English Curriculum Standards for Common Senior High School that it is becoming higher and higher for high school students about the requirement of English learner's writing ability,which makes more clear requirement of the English writing as well build the self-correction ability.As an important language outputapproach,improving the students' English writing ability has caused a common attention in the foreign language researchers and English teachers.In addition,it is also a challenge for English teachers to cultivate the students' writing ability in senior high school.According to the current situation in China,education thought and the condition is relatively different in some areas.In terms of the evaluation approach,most English teachers in senior high schools still adopt one-piece summation evaluation,namely teachers correction that ignores the students' dominant role.In order to explore a more effective English writing teaching method,many researchers and teachers have made a lot of effort.Based on Error Analysis Theory and Self-correction,this paper mainlystudies the effect of Self-correctionto students English writing,aiming to discuss three questions,(1)What are the differences between the teachers' correction and the self-correction;(2)Whether Self-correction can effectively improve students' correction abilityand their English writing ability;(3)Compared with the traditional approach of teacher correction,which one is more effective.This experiment is carried out in a local high school in Henan province,and two class students are made a investigation to examine the availability of Self-correction.According to the achievement of high school students' English writing and the questionnaire,the researcher analysis students' attitude toward writing modified way of Self-correction,then the results are as follows: The Self-correction mainly revises the incorrect types of speech,grammar and discourse errors while the teachers' correction mainly has a tendency of machinery,content errors;in degree,theteachers' correction and the students Self-correction are able to improve the students' English writing ability,but the students Self-correction method is more effective than the teacher's;Getting through the practicesin experimental classes,the data shows that Self-correction can improve the students' correction abilityas well as the level of the students' English writing.According to the results of the study,it is effective and feasible that Self-correction is applied in English writing teaching in high school.Based on the research results,the researcher expresses the personal opinion to senior high school English writing teaching as well as the limitations in the research process.At last,the researcher provides personal expectation to the development of English teaching.