A Study On The Effects Of Teachers' Written Corrective Feedback On The Accuracy Of Senior High School Students' English Writing

According to the theory of comprehensible input hypothesis,the theory of comprehensible output hypothesis and the theory of noticing hypothesis,teachers' written corrective feedback is a kind of input information that teachers give students.The language information draws the attention of learners to various types of errors in their writing and expression,which include grammar errors,vocabulary errors,spelling errors,as well as textual structural errors,etc.(Lightbown,2006).When students notice the gap between their own written language and the most accurate target language,they will internalize various forms of language.Then the errors of output language will be reduced.In practical writing teaching,in order to modify different kinds of errors in students' writing,teachers should adopt to different types of feedback methods.The purpose is to help learners reduce errors in language writing and to improve the accuracy of their English writing language.By correcting errors over and over again,learners gradually realize the gap between their composition expression and the target language,and then reduce the error rate by looking up different materials,thus promoting the improvement of English level.The experimental subjects of this study come from a middle school in Chongqing,and they are 81 students in the school.Through the method of empirical research,the author discusses whether the teachers' written corrective feedback can help to improve the accuracy of students English writing.If they are helpful,then which types of written corrective feedback are more effective for the error changes that appear in students' writing.At the same time,the author also selected the questionnaire and interview questions related to the study to understand the learners' attitude and needs.Then the author will discuss the relationship between learners' needs and attitudes and the effect of teachers' written corrective feedback by analyzing the relevant information obtained from the analysis.This study can not only provide sometheoretical and empirical research for pre-service teachers,on-the-job teachers and educational researchers in English writing.At the same time,it can help teachers to think about which feedback should be adopted to improve the accuracy of high school students' English writing language.At the end of the experiment,with the help of statistical software SPSS22.0,the author draws the conclusion that teachers' written corrective feedback are helpful to improve the accuracy of English writing of senior high school students.At the same time,in the course of composition revision,the indirect feedback is more helpful to help students reduce the errors of language forms than direct feedback,including misspellings of words,misuses of synonyms and grammatical collocation errors,etc.Teachers' direct feedback is more helpful to help students reduce errors in writing content than indirect feedback,including whether or not the main content is missing,etc.The results of questionnaires and interviews show that most students have a positive attitude towards teachers' written corrective feedback,and they are eager for teachers' feedback on grammatical errors,lexical errors and textual structural errors in their writing.This not only contributes to the experiment,but also helps the students to reduce the errors in language form and writing content,so as to improve the accuracy of English language writing.Therefore,in order to improve students' English writing performance directly,teachers should correct students' errors by writing corrective feedback in practical writing teaching.In order to make different types of written corrective feedback more effective,teachers should adopt to different feedback methods for different types of errors.That is to say,indirect feedback can be used to modify students' linguistic errors,and direct feedback can be used to modify students' writing content errors.At the same time,teachers should take relevant measures according to students' actual situation,adjust learners' attitude towards teachers' written corrective feedback,such as providing positive feedback comments,etc.At the same time,it is necessary to understand the content and form of written corrective feedback that learners want to get,so as to improve the accuracy of English writing language of senior high school students.