A Study On Effects Of Two Kinds Of Written Corrective Feedback On English Writing Accuracy Of Senior High School Students

As a language output skill,English writing has always attracted much attention in English teaching.It reflects students’ comprehensive language ability and is one of the important bases to measure students’ English proficiency.It reflects students’ comprehensive language ability.Written corrective feedback has been a hot spot in second language acquisition research for decades.Since Truscott proposed that corrective feedback is futile and even destructive to grammar learning,there has been a debate about the effectiveness of corrective feedback.Although a large number of domestic and foreign studies have investigated the effect of written corrective feedback,there is still no agreement on which kind of it is the most effective one to improve students’ writing accuracy.Moreover,most of the subjects of such research are college students,and few of them are high school students.In this context,this study explores:(1)What are the differences between effects of restatement feedback and metalinguistic feedback on senior high school students’ English writing accuracy?(2)What are senior high school students’ attitudes toward restatement feedback and metalinguistic feedback? This study lasted for 13 weeks and was attended by 102 senior high school students.These 102 students were divided into two parallel groups and received restatement feedback and metalinguistic feedback respectively.Through the experiment,the two groups of students were given a pretest,a post-test and a delayed test.SPSS17.0 was used to analyze the error rates of the two groups of students in the three tests and compare the differences in the writing accuracy of the two groups before and after the experiment.After the delayed test,12 students were interviewed to explore their attitudes and evaluations of restatement feedback and metalinguistic feedback.Through the experiment,this research obtains the following points.First,although both restatement feedback and metalinguistic feedback have positive effects on improving the accuracy of high school students’ English writing,metalinguistic feedback has more lasting effects in the long run.Second,most senior high school students affirmed the effectiveness of written correction feedback in improving the accuracy of their English writing,but in practical teaching,they believe restatement feedback and metalinguistic feedback have their own advantages and disadvantages.This study provides some teaching inspiration for senior high school English writing teaching.And in the end,some suggestions for future research are put forward.