An Experimental Study On Teacher's Corrective Feedback In Middle English Writing Instructions

As an important part of writing teaching,feedback is a guide that teachers give to students.The teacher's written error correction feedback in this study refers to the written modification opinions that the teachers give to students,so that the students can re-examine and reorganize their target language output,therefore improving their language ability,the English writing scores and grammar accuracy in writing.In the early stage of the experiment,a questionnaire survey was conducted among all the students in the third grade of three classes at Shihezi No.N Middle School in Xin Jiang.It was found that the rate of teachers' feedback utilization was low and the feedback effect was not obvious.Therefore,based on the process writing teaching theory,the output hypothesis theory and the notice hypothesis theory,this study conducted a teacher's written error correction feedback experiment for ninety students of the third grade at Shihezi No.N Middle School,and explored the impact of the various teacher's written error correction feedback on the students' English writing scores and writing grammatical accuracy.This study used different forms of teacher's written error correction feedback as the factor variable to conduct experiments.The ninety students of the third grade at Shihezi No.N Middle School were selected as research subjects.According to the research design,ninety subjects were divided into one controlled group and two experimental groups(experiment group 1,experiment group 2).The researcher mainly used experimental methods,through questionnaires,test papers,SPSS21.0 and other tools to find experimental intervention variables which were that the differences of error code,meta-language interpretation and traditional teacher error correction feedback had the impact on English writing scores and writing grammar accuracy.This study mainly answered the following two questions: 1.What is the impact of written error correction feedback on the English writing grades of the participants? 2.What is the impact of written error correction feedback on the grammar accuracy in writing of the participants ?After two months of experiment,the study found that: 1.Three different forms of teacher written error correction feedback had a positive impact on improving the English writing performance of the participants.First of all,from the results of pre-test and post-test English writing in three groups,there were significant differences between the pre-test scores and the post-test scores of the three groups.Secondly,from the differences of English writing scores among three groups,the meta-language interpretation feedback was the best in improving the English writing performance of the subjects.After the experiment,the average score of the English writing in this group increased by 3.2333 points;The error code feedback took the second place to improve the English writing performance of the subjects.After the experiment,the average score of the English writing in this group increased by 3.2 points.The traditional teacher's written error correction feedback had a vigorous effect on improving English writing performance,but its effect was relatively weak.The average score of English writing in this group increased by 1.6 points.2.Three different forms of teacher's written error correction feedback all had a positive impact on improving the accuracy of the English writing grammar.First of all,from the results of English writing grammar accuracy in the pre-test and post-test in three groups,the results of experimental groups' grammatical accuracy inpre-test and post-test showed significant differences.The controlled group had a positive impact on improving the grammatical accuracy of the subjects' writing,but the result did not reach a significant level.Secondly,from the differences of grammatical accuracy among groups,the meta-language interpretation feedback had the largest number of error corrections per person.After the experiment,the number of errors in this group was reduced by 2;error code feedback took the second place to correct the errors.After the experiment,the number of errors in this group was reduced by 1.91;the traditional written error correction feedback helped improve the grammatical accuracy of the subjects,but the effect was relatively weak.After the experiment,the number of errors in this group was reduced by 0.8667.In summary,the error code feedback and meta-language interpretation feedback were better than the traditional teacher's written error correction feedback.This study expects to provide teaching suggestions for the selection and implementation of written error correction feedback methods for middle school English teachers.