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A Study Of The Effects Of Teacher's Indirect Written Corrective Feedback On The Accuracy Of The Use Of Predicate Verb In High School Students' English Writing

Posted on:2021-04-12Degree:MasterType:Thesis
Country:ChinaCandidate:L S ZhouFull Text:PDF
GTID:2415330611461247Subject:Foreign Linguistics and Applied Linguistics
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Writing in English is a required language skill for high-school students in China.Teacher's written corrective feedback(WCF)plays an essential role in helping students to improve their writing.In recent years,the effects of different types of teacher's WCF on the accuracy of English writing have been heatedly debated by researchers at home and abroad.Lots of studies have been done to investigate the effects of teacher's WCF on improving writing accuracy,especially the accuracy of the use of functional words in an ESL context for advanced learners.This study aims to investigate the effects of different types of teacher's indirect written corrective feedback(indirect focused corrective feedback,indirect metalinguistic corrective feedback,indirect unfocused corrective feedback)on the accuracy of the use of predicate verbs in writings of low and intermediate learners of English.The study addresses the following two questions:1)What are the effects of different types of teacher ' s indirect corrective feedback on the accuracy of the use of predicate verbs in high school students' English writings? 2)What are the effects of different types of teacher's indirect corrective feedback on the accuracy of the use of predicate verbs for students with high and low score?A total of 112 students of Grade Three from a senior high school in Hunan Province participated in this study.These students were dividedinto four groups and there were 28 students in each group.Three groups are experimental groups receiving different types of teacher's indirect written corrective feedback and the rest one is the control group receiving no teacher's indirect corrective feedback.They are required to finish five writing tasks.The experiment lasted for 9 weeks,and the data collected from writing tasks is analyzed by SPSS.Here are the findings of the study:(1)Only the teacher's indirect focused written corrective feedback is statistically significant effective in helping students to improve the accuracy of the use of predicate verbs in writing in general.(2)For the high-score students,indirect focused and metalinguistic feedback are both effective in improving the accuracy of the use of predicate verbs.As for the low-score students,none of the teacher's indirect written corrective feedback is effective.
Keywords/Search Tags:teacher's indirect written corrective feedback, effects, accuracy
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