| Since Ellis(2008)put forward a new classification of written corrective feedback(Focused and Unfocused Written Corrective Feedback),it has gradually become a hot topic in the field of written corrective feedback(WCF).However,there still lacks related empirical research on how to give WCF effectively at home and abroad.In order to further promote the research on WCF,this study tired to compare FWCF and UWCF to find out the different effects on the acquisition of predicate verbs in high school students.In addition,this article will also explore whether the students’ different language proficiency influence the effect.In this study,60 subjects were selected based on the results of the pretest,and they were divided into two groups of equivalent level.These subjects were further divided into high,middle and low levels.The experiment last 9 weeks and aim to answer the following two questions:1)What are the different effects of FWCF and UFWF on the acquisition of predicate verbs in high school students? 2)What are the different effects of FWCF and UWCF on predicate acquisition at different levels of high school students?The results showed that two groups both have greatly improved the accuracy of predicate verbs.However,the results in the post-test and delayed post-test showed different.In the post-test and delayed post-test,the effect of improving the accuracy of predicate verbs of FWCF is significantly greater than UWCF.In addition,the level of students will also affect the effect of acquisition of predicate verbs to a certain extent,but this effect is not obvious.For high and middle-level students,the effect of the FWCF began to be significantly better than UWCF after the task 3.For the low-level students,the FWCF is better than the UWCF in the post-test.In general,in terms of improving the accuracy of predicate verbs,no matter for what level of students,FWCF is significantly better than UWCF in post-test and delayed post-test. |
