A Study On Teacher Written Feedback On Students' English Writing In Senior High School

Under the implementation of reform of New Curriculum Standard(2011),writing plays an indispensable role in English teaching.With the adoption and extensive spread of process approach,the concept of feedback is introduced into writing teaching,and teacher written feedback becomes an important factor in writing teaching.This thesis,focuses on student's preferences to teacher written feedback,taking Senior Grade Three teachers and students in Xi'an Foreign Language School as participants,using Input Hypothesis and Interaction Hypothesis as the theoretical basis,so as to further explore the teaching implication in senior high school teaching.The research questions are: What is the status quo of teacher written feedback in senior high school? What are students' preferences for teacher written feedback? The author collects 400 compositions from students' exercise books and text papers as samples.A questionnaire is involved in the status-quo of teacher written feedback and students' preferences to teacher written feedback.More information is about students' expectations for teacher written feedback is by interviewing teachers and students.The survey results shows that simple type of teacher written feedback for students in writing teaching is not effective enough and students have preferences for the types and evaluation ways of teacher' feedback.Here are two suggestions: firstly,teachers should consider students' needs for adopting different methods of feedback to improve its pertinence.Secondly,teachers should provide different feedback methods,and pay attention to grammar,vocabulary,spelling as well as content,logic and structure of writing,adopt peer feedback and student self-evaluation to complement teachers' feedback,to cultivate students' independent learning ability and increase their confidence in writing.