A Study On The Application Of ZPD-Supported Corrective Feedback To English Writing In Senior High School

At present,many Chinese and foreign scholars have studied on whether corrective feedback is effective and what type of corrective feedback is effective in English writing.However,how to use effective corrective feedback to improve the English writing ability of high school students is still an urgent problem to be explored and solved in the context of high school English teaching in China.This study takes sociocultural theory,the noticing hypothesis and the output hypothesis as the theoretical basis to explore the influence of corrective feedback based on zone of proximal development theory on high school students' English writing ability,and attempts to help students develop their potential and improve writing level.It is proposed to answer three research questions: 1)What effect does ZPD-supported corrective feedback have on students' English writing accuracy? 2)What effect does ZPD-supported corrective feedback have on students' English writing fluency? 3)What effect does ZPD-supported corrective feedback have on students' English writing grades?The author took the students of class 1 and class 2 in PuLan Dian No 38 High School in Dalian of Liaoning Province as the participants.One class was the experimental class(EC),and the ZPD-supported corrective feedback was adopted.The second class was the control class(CC)and the conventional feedback was adopted.In the 9-week experiment,seven writing feedbacks were given to the two classes to explore how different corrective feedback methods affect the writing ability of high school students,including the accuracy of writing,the fluency of writing,and the students' grades of writing.The results show that: firstly,ZPD-supported corrective feedback can promote the development of students' English writing accuracy.This kind of feedback can make students pay attention to the language form they output,consciously modify the mistakes,stimulate the students' existing knowledge reserves,and improve the students at their own levels.Secondly,the writing of the students is influenced by factors such as essay topic.Therefore,by providing ZPD-supported corrective feedback,it helps the students to write fluently.Students can use their own inter-language to meet their communication needs.Thirdly,through horizontal and vertical comparisons,it found that providing ZPD-supported corrective feedback is conducive to the improvement of students' achievement.Finally,based on the research conclusions,the author proposes suggestions for improving the writing feedback method of high school English teachers from the aspects of implementation methods and implementation channels.Especially through this new composition feedback mode,teachers can broaden the media and channels of feedback.At the same time,it also guides teachers in writing teaching not only to pay attention to the students' existing writing level,but also to predict the potential level of students through dialogue and communication.At the same time teachers can also help students to exert their full potential inthe process of writing and learning.