A Study On Teachers' Written Feedback Of Students' English Writing In Senior High School

Writing is a kind of basic language skill in English acquisition,which is an indispensable part.English writing is the most important form for the evaluation of language output.However,the writing level of Chinese students in senior high school is not very well for various reasons.Teachers' written feedback is one of the most important factors that affects students' writing level in English writing.However,there are relatively a few studies on teachers' written feedback in senior high school at home.Therefore,this study investigated teachers' written feedback on students' English writing in senior high school.In this thesis,the author adopted the output hypothesis,the interactive hypothesis and the attention hypothesis theory as the theoretical basis of the thesis.All the English teachers and some students of three senior high schools in Hunyuan County were selected as research subjects to investigate teachers' written feedback in English writing teaching.This thesis use questionnaires and interviews as research tools,and the analysis of students' compositions was conducted.With the analysis of the data,the author intends to answer the following research questions: 1)What are the attitudes of teachers towards teachers' written feedback in English writing? 2)What are the attitudes of students towards teachers' written feedback in English writing? 3)What is the current practice of teachers' written feedback? 4)What are the follow-up measures taken by teachers and students after teachers' written feedback?According to the analysis of the questionnaires,the interviews and students' compositions,the results are shown as follows: 1)Nearly all of the teachers think teachers' written feedback is of great importance in English writing teaching,but most of the teachers think teachers' written feedback is a hard job.2)Most students think teachers' written feedback is useful and effective,but they do not pay more attention to their compositions after teachers' written feedback and do not know how to revise.Most students prefer direct and specific written feedback,teachers' written feedback of grammar and vocabulary and the traditional way of giving feedback one by one.But they do not focus on the structure and content of compositions and do not like peer feedback.There are differences between students of different Grades and language levels.Students of Grade One and students with lowlanguage level are tend to like specific and direct feedback.Both teachers and students have some confusions towards teachers' written feedback.3)Grammar and vocabulary are the focuses of teachers' written feedback.Most teachers usually give direct and detailed feedback.They tend to choose the traditional way to give written feedback.However,they do not think about changing the way to give written feedback.4)Most teachers and students do not pay attention to the follow-up measures after teachers' written feedback and teachers think the improvement of students with weak writing ability is the most difficult part of teachers' written feedback.In view of the existing problems on teachers' written feedback in senior high school,this thesis draws implications to teachers' written feedback and English writing teaching.1)Teachers should pay attention to the feedback of content and structure of students' compositions.2)Teachers should regard teachers' written feedback as an intermediate link,rather than the final link in writing teaching.3)Teachers should teach the correct view of revision to students.4)Teachers should motivate students after teachers' written feedback.5)Teachers should renew teachers' view of writing teaching.