Analysis And Research On Corrective Teaching In Students' English Writing In Senior High Schools

Language is a tool for communication.Of the four language skills,writing is the most difficult to master.English writing teaching is often regarded as boring.It has always been a difficult point in English teaching,and is also recognized by teachers as a weak link,which is faced with time-consuming,laborious and inefficient results.The students are afraid of difficulties and not willing to write.Teachers are influenced by examinations and time limit of the course,ignoring the teaching of writing,which leads to a low level of students' writing competence.Therefore,the author intends to find out the rules,characteristics and the existing problems of English writing teaching and try to analyze the causes and make the error correction applied to senior high school students'writing in the classroom,and also try to find out the best methods for high school students' writing teaching,so as to improve the students' writing ability.In modern society,the level of economic globalization is increasing.In the recruitment of companies,the level of English is always a hard requirement.In 2013,the Ministry of Education of the People's Republic of China started to issue the Standard for Ordinary Senior High School English Courses.In this document,the high school students' English writing competence is clearly defined.In addition,students are required to modify the articles themselves.Therefore,the ability to improve students'self-correction in English writing has attracted the attention of foreign language learners and teachers.Moreover,the improvement of the teaching level of teachers are also mentioned.After all,it is also an issue that cannot be underestimated by the teachers to cultivate the writing ability of high school students.This article focuses on correcting theories and explores the impact of correcting methods on high school students' English writing.The contents of the research mainly include the following three items:(1)Which kind of feedback is the most effective on improving students'competence in English writing;(2)Which kind of feedback is the most effective on improving students' accuracy in English writing;(3)Students,attitudes towards the three kinds of feedback and how teachers' give corrective feedback to students.This experiment took the background of students in Grade 1 of No.3 Middle School in Loudi,Hunan Province and examined the effects of corrective feedback on senior high school students' English writing based on a questionnaire survey and interviews.The author has summarized the following conclusions.According to the data of practical research,it is feasible to cultivate students' ability of self-correction in English writing through corrective teaching in high schools.The third feedback is the most effective and the most popular one.At the end of the paper,based on the findings,the author puts forward some suggestions for senior high school students' English writing teaching and expresses the expectations for the development of English writing teaching,as well as the shortcomings in the research process.