The Study Of Teacher Written Feedback And Students' Needs In English Compositions In Senior High School

In the English writing in senior high school,students will make many kinds of errors.Therefore,error correction is inevitable.As a kind of correcting behavior,the teacher written feedback given by teachers when correcting compositions can not be ignored.If teacher written feedback can meet the needs of students,then students can make good use of the teacher written feedback to modify their compositions,so as to improve their ability of English writing.This thesis makes an exploratory study on the written feedback of teachers and students' needs for written feedback in students' English compositions in senior high school,in order to know and analyze the types of written feedback,the types of error correction of teachers and students' attitudes and preference toward written feedback.By collecting two teachers' written feedback of three compositions of Senior One students from two classes,making a questionnaire survey to the students in two classes,and analyzing the results,this study finds that: first,teacher written feedback is mostly feedback of rectifying and feedback of reminding.It partly matches the needs of students.Among the most popular types of feedback,the proportion of rectifying feedback is the largest;second,the proportion of grammatical correction is the largest,and the proportion of textual correction is the smallest.This partly matches the needs of students.Most students expect teacher to correct their grammatical errors,while technical errors are not valued.Finally,most students hold positive attitudes towards teacher written feedback,believing that errors should be corrected,and most students also believe that every error should be corrected.Based on the above findings,the author puts forward some teaching suggestions on correcting errors in English writing.In addition,the limitations of this study and direction of the future research are also proposed.