A Study On The Effects Of Teacher Written Corrective Feedback On Junior High School English Learners’ Errors Of Different Nature

Written corrective feedback plays a very important role in English teaching.Different feedback methods can effectively assist students in junior high school to correct written errors.They attract students’ attention to input the language again and supplement English classroom learning efficiently for the purpose of improving English teaching and learning.When students notice the gap between their own English writing errors and the standard target language,they will internalize the input language according to the content of written feedback.Therefore,the final language output errors will be reduced.Many existing studies are about “the effectiveness of written corrective feedback” and “the differences in the effects of different written corrective feedback”.However,in the study of written corrective feedback,the division of errors only focuses on one or several language structures according to the nature and characteristics of the language structures,rather than the causes of errors.And few previous studies took junior high school students as research objects.Based on written corrective feedback,this study took three parallel classes in Grade3 of a junior high school in Kangbashi District,Ordos as experimental participants and randomly assigned them as metalanguage feedback group,direct corrective feedback group and indirect corrective feedback group.Data collected through compositions and translations was analyzed from the perspective of intralingual errors and interlingual errors.Experiments were conducted with different types of teacher written corrective feedback to answer two research questions: 1)Is teacher written corrective feedback effective in English learning? Which kind of written corrective feedback is the most effective way to improve students’ performance,direct corrective feedback,indirect corrective feedback or metalanguage feedback? 2)Is there a significant difference of written corrective feedback between interlingual and intralingual errors?Which kind of errors gets a better corrective effect? The study explored the changes in language proficiency under different feedback,and analyzed the data collected for 14 weeks.The results demonstrated that: 1)The post-test scores of composition and translation of the three experimental classes were improved.Compared with indirect corrective feedback and direct corrective feedback,metalanguage feedback was more conducive to the improvement of students’ scores.2)The immediate and delayed effects of indirect feedback on intralingual and interlingual errors were not apparent.Direct corrective feedback had obvious immediate effect on intralingual and interlingual errors,but the delayed effect of interlingual errors was not as significant as intralingual errors.The effect of metalanguage feedback was the most significant,especially for the immediate effect of intralingual and interlingual errors,but for interlingual errors,the delayed effect was far less effective than the immediate effect.The long-term effect of feedback on intralingual errors was better than interlingual errors,indicating that although the nature of errors didn’t affect the effect of error correction in the overall direction,it significantly affected the long-term effects of error corrections in intensity.Finally,combined with the research findings and written corrective feedback,implications for improving the effects of different written corrective feedback on intralingual errors and interlingual errors are put forward to help correct written errors,and the limitations of the study and suggestions for future research are also explained.