The Effects Of Recasts Feedback And Metalinguistic Feedback On Senior High School Students' English Writing

As a key part of English writing teaching,teacher feedback is regarded as an important way to improve students' English writing.However,the actual feedback situation of English writing in senior high schools is that the feedback given by teachers to students is time-consuming and labor-consuming,but has little effect.In view of this situation,this research mainly discusses the effectiveness of teacher's recasts feedback and metalinguistic feedback on students' English writing.Both recasts feedback and metalinguistic feedback are corrective feedback,through which teachers guide students to discover their own errors and offer students new ideas and made them understand the task better.In order to improve senior high school students' English writing proficiency and help teachers better use proper feedback in their writing teaching,this study attempts to verify how recast feedback and metalinguistic feedback affect senior high school students' English writing and which one can promote their English writing achievements better.Based on Swain's Output Hypothesis and Schmidt' s Noticing Hypothesis,this study applies recasts feedback and metalinguistic feedback to senior high school students' English writing teaching and attempts to explore the following two research questions by using experimental research and questionnaire survey:1.What are students' perceptions of teacher's corrective feedback in English writing?2.What are the effects of teacher's recasts feedback and metalinguistic feedback on the senior high school students' English writing achievements? Which one is more effective in improving students' English writing achievements?This study takes students from two parallel classes in No.1 senior high school in Yining City as the research subject.A questionnaire is conducted among the two classes to investigate students' attitudes,reactions and preferences towards teachers' corrective feedback.Based on the result of the questionnaires,the two classes are taught by the same English teacher,one of which uses recasts feedback and the other uses metalinguistic feedback.After 12 weeks of experiment and writing training,the author uses SPSS 19.0 to analyze the experimental results and discuss the research questions.The results present that:(1)the questionnaire shows that most students(M= 4.533)have the positive attitude towards corrective feedback in improving English writing.They pay more attention to teacher' corrective feedback and read their writings carefully after receiving teacher's corrective feedback(M=4.656),and they prefer the teacher to correct more details and give explanatory correction,i.e.metalinguistic feedback(M=3.733).(2)according to thetest results,the scores of both two classes are improved.But,the achievement of metalinguistic feedback class is significantly higher than that of recasts feedback class(Sig=.032<.05),which shows that metalinguistic feedback is more effective than recasts feedback in promoting senior high school students' English writing proficiency.From what we have discussed above,the results of this experiment have the following implications for English teachers' corrective feedback.Teachers should pay more attention to their corrective feedback on English writing teaching.In addition,teachers should flexibly adopt recasts feedback and metalinguistic feedback based on students' actual situation.It's necessary for teachers to attempt to combine different corrective feedback methods to better guide students' English writing.