An Empirical Study On The Effect Of Teachers' Written Corrective Feedback On Middle School Students' Fluency In English Writing

Writing is the embodiment of students' comprehensive English ability.It is one of the important tasks of current English teaching to cultivate students with strong English writing ability.However,in China,writing is still a weakness in English teaching,and the study of written corrective feedback from junior middle school English teachers is a relatively small part of researches.Most of the researches that explore the impact of corrective feedback on writing focus on the accuracy or complexity of writing,while the study focusing on fluency is relatively inadequate.This research is based on the process method to English writing teaching and the Noticing Hypothesis.Through empirical research,this paper explores the role of teachers' direct feedback and indirect feedback on the fluency of junior high school students' English writing,and attempts to explore a way of feedback that can effectively improve students' fluency in English writing.In accordance with the principle of voluntary cooperation,the author took 60 students from a regular class in the second grade of a school in Luzhou City to conduct teaching experiments and randomly divided them into three groups.Among them,20 students were labeled as “direct feedback group”,20 persons belong to “indirect feedback group”,and the remaining 20 participants were classified as “control group”.The investigation concluded that: 1.In terms of “composition length”,the teacher's written corrective feedback has no obvious promotion effect on junior high school students' English writing.2.In terms of “ words per clause ” the teacher's written corrective feedback also has no obvious promotion effect on junior high school students' English writing.3.As for “total words of error-free clause”,the indirect feedback of teachers is the most effective way to improve students' fluency in writing,followed by direct feedback.Based on the above research results,the researcher puts forward some constructive suggestions for junior middle school English writing teaching.Based on the above research result,the researcher proposed some instructive suggestions in this study.Firstly,in terms of “composition length”,the teachers should encourage the students to write what they want to express as many as possible instead of limiting the number of the words.Secondly,teachers should not impose any restriction on the number of the words due to the positive proportional relationship between the “composition length”and the “words per clause”.Last but not least,to increase the number of “total words of error-free clause”,cultivate the students' self-correction habits and activate the students' learning motivation the teachers should use more indirect feedback,because the majority of the junior high school students have strong thirst for knowledge and good manipulative ability.