Teacher Corrective Feedback And Its Impact On Junior Students English Writing

The effectiveness of correcting grammar errors in junior middle school students' English writing has gained wide concern in the educational field.Feedback is an essential part in the process of students' acquisition of language competence.Students are exposed to different forms of feedback in school,such as peer feedback,teacher feedback,reading books and so on.However,in terms of directness and effectiveness,teacher feedback stands out as more effective and efficient than other forms of feedback.That's the reason motivates them to carry out this research for three months.Through classroom observation,tests,questionnaire and interview,this paper conducts a study on Grade Three students in a Shanghai middle school.There were two classes participating in the experiment,the regular class and the key class.In the study,the students in the two classes have to complete six compositions.Each essay is handed in and receives feedback from the teacher.Then,students need to do revision and submit it to the teacher again.The first and final essays will be strictly graded to see if students improve their grammar accuracy and writing skills after receiving feedback on grammatical errors.The completion of the students' essays will be recorded and analyzed as reference data to improve the effectiveness of the feedback.At the same time,the research will randomly select several students from the two classes for interviews,so as to understand their learning situation,suggestions and opinions and help teachers better adjust her feedback.At the end of the experiment,students will complete a questionnaire to assist the analysis and exploration of the whole experiment.The research results show that teachers' corrective feedback can indeed improve the grammatical accuracy of junior students' English writing,although the improvement rate is not of the same level in different grammar categories.According to this research,several conclusions can be reached to share some enlightenment on English writing teaching.First of all,teachers ought to make his or her role more flexible in the corrective feedback providing process.Besides,with teacher's help,students do make progress in different grammatical aspects.Nevertheless,students accept teacher corrective feedback in very different ways.In this way,another conclusion can be reached that teachers have to try to refine the writing correction.It is hoped that this study can provide some valuable reference for future teaching of English writing in China.From the perspective of teachers,the accuracy and pertinence of grammatical errors in writing need to be strengthened.From the perspective of students,the individual differences of learners and the differences of language development need to be given more attention.In a word,teachers and students share a mutual learning relationship.In-depth understanding can better improve teachers' writing teaching and students' writing ability.At the end,the research points out some limitations of this study and suggestions for future studies.