Application Of Teacher Written Feedback In Senior High School English Writing Teaching

Writing is a practical language application skill,and an important criterion for measuring students' language level.As a feedback method commonly used in writing teaching,teacher written feedback plays an important role in enhancing students' writing confidence and improving students' writing level.Therefore,it has attracted researchers' attention.Writing is a relatively weak link in all aspects of senior high school English teaching and the effectiveness of writing evaluation is low.The current teacher written feedback mainly focuses on summative evaluation and pays no attention to students' writing process,which is not conducive to the improvement of students' writing enthusiasm and writing grades.Based on the process writing theory and the output hypothesis theory,this study applies the teacher written feedback to senior high school English writing teaching,mainly studying the following questions:(1)What is the current situation of teacher written feedback in senior high school English writing teaching?(2)What is the attitude of the experimental class students to the multiple-manuscript teacher written feedback?(3)Which one can improve senior high school students' English writing grades in teacher written feedback,multiple-manuscript or one manuscript?This study uses questionnaires,interview and tests research instruments and uses Excel and SPSS17.0 to analyze the experimental data.Before the experiment,a questionnaire survey is conducted on two parallel classes and English teachers of Grade 11 in Tianshui No.1 Senior High School.The purpose is to understand the current situation of teacher written feedback in senior high school and the students' needs for teacher written feedback.Experiments are conducted according to the teacher written feedback.The research subjects are 117 students in the Class 17 Grade11 and Class 18 Grade 11.The English writing grades of the two classes are compared and the statistics shows that the writing level of the two classes is equivalent.Then thedifferent teacher feedback methods.The multiple-manuscript teacher written feedback is implemented by the experimental class while the one manuscript teacher written feedback is implemented by the control class.The two classes are taught by the author at the same time.After ten weeks of experiment and writing training,it finds that the grades of the post-test compositions of the two classes improved,and the experimental class students are obviously outstanding.Their grades are higher than the students in the control class.Through interviews with part of the experimental class students,most of them have a positive attitude towards the multiple-manuscript teacher written feedback.In the future senior high school English writing teaching,teachers can adopt multiple-manuscript teacher written feedback appropriately to provide students with timely and instructive feedback,inspire students to think deeply,let students understand the advantages and disadvantages of their own writing,and then improve their English writing interest and grades.