The Effects Of Metalinguistic Corrective Feedback On English Writing Level Of Grade Three In Senior High School

Written corrective feedback is one of the hot topics in second language writing.Ellis(2009)divided metalinguistic corrective feedback into two strategies:(1)Error code feedback.(2)Metalinguistic explanation feedback.At present,researchers tend to choose one metalinguistic feedback strategy to compare the feedback effects with other feedback strategies,but there are few studies to compare the feedback effects of error code feedback and metalinguistic explanation feedback.And most of the studies adopt targeted error correction,which is easily detected by the subjects.On the basis of predecessors,the effect of metalinguistic corrective feedback strategies on the level of English writing in senior three is explored in this research.From the perspective of theory and practice,we mainly explore the following problems:(1)What is the current situation of students' English writing and teachers' feedback in senior high school?(2)What are the effects of metalinguistic explanation feedback and error code feedback on students' English writing level?(3)What are the effects of metalinguistic explanation feedback and error code feedback on students' English writing level with high-score,middle-score and low-score groups?Experimental method is adopted in this research,and the experiment is completed on the basis of “pretest-experiment-posttest-delayed posttest” mode.Twelve senior English teachers from Ka Shi No.2 middle school and 96 senior high school students from two randomly selected parallel classes(11)and(16)participated in the experiment.The experiment lasted for 9 weeks.Under the condition that there was no significant difference in pre-test,the subjects were divided into metalinguistic explanation feedback class 48 and error code feedback class 48.And each class was divided into high-score group 12,middle-score group 24 and low-score group 12.The experimental data were calculated by SPSS22.0 and were analyzed by independent sample T test and paired sample T test and multiple comparisons.The results showed that:(1)According to the results of interviews and questionnaires,students are confident to improve their writing.They want to get feedback from their teachers and are willing to revise their compositions based on the feedback.At present,teachers generally adopt the feedback strategy of direct feedback and model essay feedback,but some students are not satisfied with the current feedback strategy.Teachers also hope to use the new feedback strategy to improve students' writing.Therefore,it is necessary to introduce metalinguistic explanation feedback and error code feedback.(2)The immediate post-test and the delayed post-test showed that the two feedback strategies can improve students' English writing level in the third year of high school,but the effect of metalinguistic explanation feedback strategy is significantly greater than that of error code feedback.(3)For the students in the high-score group and the low-score group,there was little difference between the effect of metalinguistic explanation feedback and error code feedback,but for the students in the middle-score group,the effect of metalinguistic explanation feedback was significantly different from that of error code feedback.This study provides some evidence for the effectiveness of metalinguistic explanation feedback and proves that two different metalinguistic feedback methods have different effects on students with different levels.Therefore,it is suggested that teachers give different feedback according to the actual situation of students,so as to improve the feedback efficiency.At the same time,this paper has not yet tracked the effect of metalinguistic corrective feedback for a longer period due to the time factor.