A Study On The Effect Of Language Analysis Ability On The Effect Of High School Students' English Written Corrective Feedback

Corrective feedback is an important and inseparable part in second language teaching.Although many studies have explored the effectiveness of written corrective feedback,their conclusions are not consistent.Many existing studies focus on the external factors that affect the effectiveness of feedback,but there are relatively few studies focus on internal factors that affect the effectiveness of feedback.On the basis of previous studies,this research uses the simple past tense and the present perfect tense in English writing as the target structure,studying the influence of the language analysis ability on the effectiveness of written corrective feedback in English writing of high school students.The specific research questions are as follows:(1)How does the language analysis ability affect the effectiveness of direct written feedback in English writing of high school students?(2)How does the language analysis ability affect the effectiveness of the metalanguage written feedback in English writing of high school students? The subjects of this study are 180 freshmen in three parallel classes in a senior high school of Shandong Province,they were divided into 6groups,every group has 30 students: high language analysis ability + direct written feedback,low language analysis ability + direct written feedback,high language analysis ability +metalanguage written feedback,low language analysis ability + metalanguage written feedback,high language analysis ability + no written corrective feedback and low language analysis ability+ no written corrective feedback.The research design includes pretest,treatment,immediate post-test and delayed post-test.The six groups jointly accept the language analysis ability test,target structure test,4 time-limited writing and delayed post-test.The experiment test lasted two months.After all the test essays were strictly corrected,SPSS 26.0 software was used to statistically analyze the test scores.The main findings of the research are:(1)Direct written feedback has a positive effect on improving the accuracy of the simple past tense and present perfect tense in students' writing.The language analysis ability has no obvious influence on the effectiveness of direct written feedback in post-test.However,in the accuracy of the present perfect tense in the delayed post-test,students with high language analysis ability have obvious advantages.(2)Metalanguage written feedback has a positive effect on improving the accuracy of the simple past tense and present perfect tense in students' writing.High language analysis ability has positive influence on the effect of metalanguage written feedback in immediate post-test,and students with high language analysis ability has obvious advantages in the accuracy of present perfect tense in delayed post-test.This research can provide enlightenment for the teaching of second language writing.At the same time,this research points the limitations,hoping to get attention and solution in the future research of second language writing.