Research On The Present Practice Of Teacher Feedback On Students' English Writing In Junior High School In Haikou

English writing,one of the four skills of listening,speaking,reading and writing,has always been a difficult point in English teaching.And composition feedback is an important part of writing teaching while teacher's feedback is one of the most important factors which can influence students writing.How to provide effective feedback in writing teaching has always been a concern of writing teachers as well as the study focus in English writing.However,relatively speaking,the amount of study on teacher's feedback on students English composition in junior high school is few.This thesis is aimed at learning the current situation of teacher's feedback on students' English writing in junior high school in Haikou,Hainan Province,with questionnaires,interviews,text analysis and classroom observation from part of teachers and students of three middle schools in Haikou.The survey results demonstrate that teachers and students are not quite satisfied with the current teachers' written feedback and students expect teacher's oral feedback.And they believe that there is room for improvement in English writing feedback.As for the feedback,teachers all agree to find the highlights in the students' compositions as much as possible and encourage students to write;the evaluation of the compositions should be based on the language goals in the writing lesson and students' English level;the evident errors should be pointed out;teachers should provide feedback timely and try to write comments for students.The way of students writing feedback should be diversified: teachers' oral feedback combining with written feedback,students self-evaluation,peer assessment or group assessment can be adopted.The study reflects some existed problems.First,the way of teachers' feedback is simple and single;second,teacher's written feedback is not timely and they lack communications with students about feedback;third,teachers' attitudes to feedback on students' composition is inconsistent with their practice;last,most students have not attached importance to teachers' feedback,lacking effective use of it.In view of the above,based on the Process Approach and the theory of Zone of Proximal Development,the thesis proposes some suggestions on teachers' feedback according to the problems which occurred in the research.First,revision feedback should be regarded as the middle part in the writing teaching procedures.Second,English teachers should pay moreattention to students' writing content while providing feedback.Third,English teachers should provide highly targeted comments and written feedback.Fourth,English teachers should check students' composition revision.Last,teachers should combine teacher feedback with peer feedback in writing with teachers' guidance.