The Application Of Corpus-based Writing Feedback Model In Rural Junior Middle School English Teaching

Writing skill,as an integral part of English teaching,also has some unique feathers which differ it from other language skills.As is acknowledged to all language educators,writing focuses on the output of knowledge,while some skills like reading and listening,in essence,reflect the process of information input.Other than the receptive and productive differences,writing is a more comprehensive skill to check students' own thinking model,language understanding as well as logic ability.According to the English Curriculum Standard issued by China Education Department(2011 Edition),the objectives of teaching writing include the ability to summarize,judge and analyze the content of the given topics,on the basis of grasping the theme-related information.The targeted research subjects are high school students in China rural areas,where English writing teaching has presented distinctive restrictions,such as learning environment,teacher quality,and students' own abilities.This has resulted in problems from three levels,schools,teachers,and students themselves.Firstly,schools and families do not pay much attention to English learning compared with their counterparts in economically developed areas.From teachers' perspective,teachers' low expectations for English writing teaching also contribute to students' lack of practical training and strategy training in English writing.Based on process writing method,attention hypothesis theory,output hypothesis,recent development area theory,computer-assisted teaching,the author tries to explore this new and efficient teaching feedback mode.In this research,the author puts forward the following experimental hypotheses:(1)The writing feedback teaching mode assisted by corpus technology is helpful to the improvement of students' writing ability.(2)Students are fresh and interested in the new teaching method of writing feedback.(3)Teachers are more supportive of the application of corpus technology in teaching.This experiment was carried out at Changshan Middle School in Gannan County,Heilongjiang Province.In two parallel classes,the author carried out an experiment to explore whether the writing feedback teaching mode assisted by corpus technology is helpful for improving students' writing ability.The author conducts in-depth analysis based on the research results obtained by empirical research,questionnaire surveys,teacher interviews and other experimental inquiry methods and draws the following research conclusions:(1)The writing feedback teaching mode assisted by corpus technology can effectively improve students' writing accuracy and help students have a more obvious effect on the types of grammar and syntax errors.(2)The corpus-based writing feedback form is recognized by most students,but some students have a conservative attitude and cannot fully accept and trust the new teaching model.(3)The corpus-based writing feedback model has good teaching effects in experimental teaching,and students have made significant progress,but it requires high professional and computer skills for teachers,and takes a long time to prepare lessons,which is not easy to popularize in actual teaching operations.This research hopes to apply the corpus-based writing feedback model to classroom teaching at the secondary education stage after reviewing the published literature and previous studies,check the effectiveness of this writing feedback model,as well as the acceptance and attitude of teachers and students involved in this research.Hopefully,this paper can provide a reference for the future development of writing feedback teaching methods in the secondary education stage.