The Effects Of Different Types Of Written Corrective Feedback On Senior English Writing:from The Perspective Of Cohesion

As an integral of L2 instruction,corrective feedback is often provided by EFL/ESL teachers in response to students' deviant forms in L2 writing.Teachers' feedback involves a lot of language points,cohesion is one of the most important.However,a lot of previous researches do not pay too much attention to the influence of corrective feedback on cohesion acquisition.This thesis,through an experimental study,attempts to study corrective feedback which might affect the cohesion acquisition in second language writing.Based on Noticing Hypothesis,Output Hypothesis and Interaction Theory,the current study attempts to answer the following two research questions:(1)Does cohesion in students' writings reflected by their use of reference,ellipsis,substitution,conjunction and lexical cohesive devices improve in response to written corrective feedback?(2)If yes,direct or indirect written corrective feedback,what types of written corrective feedback is more effective? In order to answer the above questions,the author conducted an experimental study.15 medium level students participate in this experiment and were divided into 3 groups: control group,direct corrective feedback and indirect corrective feedback group.Each group has 5 people.During the experiment,each of them writes five compositions.The researcher according to the different groups gives different types of feedback.Specifically,the control group does not accept any feedback about cohesion,only accept regular feedback,such as modified grammatical and spelling errors,etc.;the direct corrective feedback group gets direct corrective feedback;and the indirect corrective feedback group get indirect corrective feedback.Their use of cohesion in Essay 2 to Essay 5 was compared to that in Essay 1,which was written prior to the treatment.Compare each cohesive device and its sub-categories of cohesion,including cohesion frequency,range and proportion.In the current study,the frequency of cohesive devices data was made by quantitative analysis and qualitative analysis.The results suggest that direct corrective feedback has limited positive effect on cohesion acquisition.Indirect corrective feedback is more effective on the acquisition of cohesion.Specifically,direct and indirect corrective feedback has effectively corrected the use of pronouns and the definite article.Indirect feedback can increase the frequency of the cohesive devices effectively,and balance the category of cohesive devices.Indirect feedback is effective in the acquisition of reference,conjunction and lexical cohesion.Indirect feedback group increases slightly in the proportion of synonyms and decreases repetition.At the same time,direct feedback has limited effect on the acquisition of reference(improper referential item correction).It's hoped that teachers attach importance to written corrective feedback on cohesive devices acquisition,and thus improve teachers' feedback effect.The results for the second language writing teaching and second language writing has certain guiding significance.