Research On The Influence Of Corrective Feedback Of Teachers And Students On English Writing Level Of Senior Middle School Students

Writing is an important output skill in the four basic skills of listening,speaking,reading and writing in English.Many factors influence the effectiveness of writing teaching,and evaluation feedback is one of them.However,in the basic education stage of our country,most schools are still in the context of large-scale teaching.Foreign language writing teaching has long been in a high-consumption and inefficient embarrassing situation.Due to the heavy task of correcting the corrections,teachers are only marking mistakes and giving correct answers.Some even give only a score,do not further look into the source of the error,summarize the type of error,and rarely establish a systematic error correction system.Therefore,based on the “teacher-student cooperation evaluation” proposed by Professor Wen Qiufang,this study attempts to combine teacher feedback with peer feedback to form the teacher-student cooperation corrective feedback,and selects two parallel classes in a high school without significant difference in pre-test writing level in Zhenjiang City.Two parallel classes were used as research objects to carry out an 8-week teaching experiment to explore the influence of the teacher-student cooperation corrective feedback on the English writing level of high school students,and tried to answer the following four questions:First,how does the teacher-student cooperation corrective feedback affect students' overall English writing?Second,how does the teacher-student cooperation corrective feedback affect the students' vocabulary errors,grammatical errors,structural connection errors,and textual errors?Third,how does the teacher-student cooperation corrective feedback affect the writing level of students in different levels of high,medium and low levels?Fourth,how does the teacher-student cooperation corrective feedback affect students' attitudes toward English writing?Through the statistical analysis and summary of the data by SPSS19.0 to answer the above four questions,the study found that:First,in terms of the impact on students' overall English writing,the teacherstudent cooperation corrective feedback has a positive impact on students' English writing skills.After the experiment,there was a significant difference in the writing average scores between the experimental class and the control class.The composition average score of the experimental class was significantly higher than the control class.Second,in terms of the impact on the four major types of language errors,the teacher-student cooperation corrective feedback can significantly reduce errors in grammar and text content,but has no significant impact on the amount of lexical and structural connection errors.Third,in terms of the influence on the writing skills of students at different writing levels,the teacher-student cooperation corrective feedback has different influences on students with different writing levels.The teacher-student cooperation corrective feedback doesn't have a significantly positive impact on the writing skills of students who are good at English.It has a significantly positive impact on the writing skills of students with moderate English proficiency and students with weak foundations,especially those with moderate English proficiency.Fourth,in terms of writing attitude,students in the experimental class have changed their attitude a lot after the experiment,and their writing enthusiasm,ardor and self-confidence have been greatly improved.Students are willing to write something occasionally,no longer fear difficulties and have a positive evaluation of their output works.The teacher-student cooperation corrective feedback can have a certain positive impact on students' writing level and attitude,and it has a good reference for the improvement of the writing teaching effect under the background of the current high school class.