An Investigation Of Teacher’s Written Feedback In Senior Middle Schools’ English Writing ——A Case Study Of A High School Of Loudi City

Considering the importance of teacher written feedback as a type of teacher feedback,researchers from both home and abroad have attached great importance to it,and have conducted a series of pertinent researches.There have been lots of researches on it,among which a few of them have suggested that effective teacher written feedback serves as an important driving force in improving students’ composition-writing.Taking a look at the status quo of senior high schools’ English writing teaching nowadays,however,a serious situation is to be found,for example,students’ ignorance of English writing,various writing mistakes and poor writing grades.In short,as an essential part of writing teaching,teacher written feedback fails to bring its function into full play.In view of such a situation,the current study aims to discuss and analyze the practical application of teacher written feedback in senior high schools’ English writing teaching,so as to find out the potential problems and provide corresponding countermeasures,which will finally make use of the teacher written feedback’s potential in helping students with their English learning.In this way,the study is meaningful both from theoretical and practical perspectives.This research is based on the Input Theory and the Zone of Proximal Development Theory,taking 20 English teachers and 200 students from a high school in Loudi city as the research objects,using questionnaire,interview and text analysis as research methods to investigate the status quo of teachers’ feedback in current high schools’ English writing.This research mainly attempts to solve the following two problems.First,what are the problems with teachers’ written feedback in high schools’ English writing? Second,how to effectively solve those problems?The survey results show that there are some characteristics in the application of teacher written feedback in senior high schools’ English writing teaching.First,almost all teachers and students take a positive attitude towards the teacher written feedback,but most of them are dissatisfied with its practical application;second,the feedback types used by the teachers to correct the students’ composition mistakes are still traditional ones,which are direct,similar and short of specificity;third,while correcting the mistakes,teachers usually pay too much attention to the accuracy of composition language,providing a lot of annotations and comments on it,but rarely give feedback on whether the compositions are well-organized,and finally,when it comes to the annotations and comments,most teachers like to use them to point out the students’ mistakes and offer advice,but hardly show their praises and encouragements.To cope with the problems,here are the countermeasures and advice proposed by the study.First,to ensure the diversity of feedback types,it is advised to enrich feedback providers and types.For example,parents and students should be more encouraged to join in the writing feedback activities,and other feedback types are supposed to be tested and used.As for the improper focus on language accuracy,teachers should change their idea of feedback,admit the process of the students’ language learning and offer more feedback on composition contents.Second,the attitude conveyed by the teacher feedback should be adjusted.In other words,teachers are suggested to give more positive comments,so as to offer more encouraging feedback.Third,teachers can avoid using too general feedback types by designing individualized ones for different mistakes and students.In a word,guided by the Input Hypothesis and the Zone of Proximal Development Theory,the effective teacher written feedback not only meets the “student-centered” teaching idea,but also helps arouse the students’ writing enthusiasm and encourage them to refine their compositions again and again,so as to better utilize the teacher written feedback in helping the students’ learning.