A Study Of Effectiveness Of Teacher Written Corrective Feedback On English Writing In Senior High School

It is very necessary for teachers to give feedback to students’ writing in senior high school English writing teaching.As the mainly form of teachers’ feedback,teacher written corrective feedback(TWCF)is the important form of error correction,which refers to many aspects.Some previous studies have focused on the accuracy of language in writing,while few of which have analyzed the effectiveness of written corrective feedback(WCF)on English writing cohesion in senior high schools.This study attempts to take TWCF as an example to explore the effectiveness of teachers’ evaluation and correction on English writing cohesive devices in senior high schools through experiment and interview.Combined with previous studies at home and abroad,this thesis will try to answer the following three questions based on the noticing hypothesis and the input and output hypothesis:(1)Whether does teacher written corrective feedback(TWCF)improve the use of cohesive devices(reference,ellipsis,substitution,conjunction,and lexical cohesion)in senior high school English writing?(2)If it does,which is more effective,direct corrective feedback(DCF)or indirect corrective feedback(ICF)?(3)How does this effectiveness be reflected and how do teachers try to improve it in English wring teaching?In view of the above questions,this research carries out experiment and interview.During the first week of experiment,12 intermediate level students are divided into three groups: direct,indirect and control group.In the experiment,each student writes three essays and receives different types of feedback.The control group(CG)only accepts the ordinary feedback without cohesive feedback.By contrast,the direct feedback group(DFG)and the indirect feedback group(IFG)accept the direct feedback and indirect feedback respectively in addition to the ordinary feedback.They write essay 4 in post-test stage and essay 5 in delayed post-test stage.This thesis makes a comparative study on the quality,frequency,and correction condition of cohesive devices in the five compositions.At the same time,this thesis uses quantitative analysis and qualitative induction to analyze the collected data fromexperiment and interview.Conclusions can be drawn: TWCF is effective for the applying of cohesive devices.It can enhance the acquisition and application of cohesive devices in English writing in senior high schools.Moreover,indirect feedback is more effective in the acquisition of cohesive devices over a long period of time.Notwithstanding direct feedback plays a positive role in the short term,this positive affect is limited.The result of this study have certain guiding significance for senior high school English writing and writing teaching.