A Study On The Effects Of Direct And Indirect Written Corrective Feedback On The Language Accuracy Of Senior 2 Students' English Writing

Writing,as a written expression,plays an important role in the process of human communication.And English writing,as one of the five basic skills of listening,speaking,reading,writing and viewing,is the reflection of students' comprehensive ability to use English.However,English Writing Teaching in China has been time-consuming with little results.Therefore,many scholars begin to find appropriate ways to help students improve their English writing.Written corrective feedback(WCF),as an important part of English writing teaching,draws the attention of scholars at home and abroad.It is a kind of feedback provided by teachers in written form to help students improve their English writing level.WCF can be divided into direct WCF and indirect WCF.And the consensus on whether WCF is effective and which kind of feedback is more effective hasn't been reached.Besides,although some achievements focusing on ESL students in college have been made abroad,domestic research is limited.Therefore,the author believes that it is necessary to further study the WCF in senior high school students' English writing based on the situation of English Teaching of China's Elementary Education so as to enrich the scope of research in this field,and provide some help for English teachers' writing guidance.Through test,questionnaire and interview,this paper,based on Interactive Hypothesis,Noticing Hypothesis and Output Hypothesis,is carried out to explore the following questions:1)What are the effects of direct and indirect WCF on the overall language accuracy of senior 2 students' English writing?2)What are the effects of direct and indirect WCF on the accuracy of verbs,noun endings,wrong words and sentence structures?3)What are students' attitudes and preferences for direct and indirect WCF?To solve the questions above,92 students from the Attached Middle School of Sichuan Normal University in Chengdu are involved in this research.They are divided into two groups according to the error rate per hundred words in the pretest: The first group receives direct WCF.The second group accepts indirect WCF.Then,the students in two groups are required to modify and rewrite the composition based on the feedback.The experiment lasts for 3 months and each student completes six writing tasks.The error rate of the first and sixth compositions is collected and analyzed by SPSS 23.0 software.Finally,the attitudes and preference of students to direct and indirect WCF are investigated through questionnaires and interviews.This paper finds that both direct and indirect WCF can improve the language accuracy of senior two students' English writing.And direct WCF can improve the accuracy of verbs,wrong words and sentence structures,but does not affect noun endings.Indirect WCF can improve the accuracy of verbs,noun endings,wrong words and sentence structures.Besides,most of the students hold positive attitudes towards two kinds of WCF and they also recognize their positive impact on English writing.But compared with direct WCF,they prefer indirect WCF.Therefore,based on the background of English Teaching of China's Elementary Education,this study not only enriches the research in the field of teachers' WCF but also inspires the future Writing Teaching of senior two English teachers.