A Practical Research On The Multi-feedback Model In Senior High School English Writing Teaching

Writing,one of the basic skills in language learning,plays an important role in Senior High School English teaching.However,as Hyland(1990:279)said,writing is"tiring but fruitless"work,regardless of teachers and students.In the long term,the traditional single way of teacher feedback is not beneficial to students' initiatives.Thus,students just become passive and ignorant of English writing feedback,which leads to their poorer writing skills.It's high time that feedback models in English writing teaching should be changed.Based on the students-centred approach,peer feedback and self feedback are paid more and more attention by researches.Nevertheless,there also exist some researches about the disadvantages of mono-dimensional feedback models.Thus,it's necessary to further study the problems of different feedback models and combine multi-feedback models effectively so that the functions of feedback in writing teaching can be truly improved.The research aims at elaborating the practical study of the multi-feedback model in English writing teaching,and comparatively analyzing the teaching effects of multi-feedback model and the traditional model by adopting quantitative and qualitative research(literature reviews,questionnaires and texts analyses)in the case study in the school where I am working--No.1 Middle School of Huangpi in Hubei,thus constructing an English writing model based on the multi-feedback.That is,combining self feedback,pee feedback and teacher feedback,direct oral feedback and indirect written feedback together effectively,so as to maximize the functions of feedback in writing teaching,enhance teachers' working efficiency and cultivate students'autonomic learning,thus improving their writing proficiency.