A Study Of The Effect Of Corpus-based Feedback In Senior English Writing Teaching

As an important way of output,English writing is a significant method to reflect the effect of English learning.According to the English Curriculum Criteria for Regular High School(2017),the capability goal is to enable students to use written English to express meaning appropriately and communicate with other people effectively.However,the writing scores of senior high school students are still low and there are problems with the writing result in the disparity between the reality and the goal.In the actual teaching,some traditional feedbacks cannot help teachers understand the students' actual writing performances,nor can they meet the demand for students,so how to improve the students' writing becomes an issue worthy of being intensive researched.With the development of corpus linguistics,many scholars have used corpus as teaching aids and have obtained certain achievements.With the practical teaching experience,the writer makes an experimental study on the study of the effect of corpus-based writing feedback in senior English writing teaching.Based on Output Hypothesis,Corpus Linguistic and the Zone of Proximal Development,an experimental study is conducted to compare the traditional feedback with the corpus-based feedback,which aims to verify that the corpus-based feedback is a better way to improve the effectiveness of writing.Three hypotheses were put forward: 1)In the feedback of English writing,the corpus-based feedback might be better than traditional teacher feedback;2)Compared with the traditional teacher feedback,the corpus-based feedback might reduce the students' error frequency in writing;3)The corpus-based feedback might be a good way to promote students' abilities to employ writing strategies.Two parallel classes of senior grade one students in a senior high school from Zhangzhou are selected as the research objects.The control class received the traditional teacher feedback while the experimental class received a corpus-based feedback in one semester.A pretest using one composition of the College Entrance Examination and a post-test using the composition of the unified examination weregiven to the students of the two classes.A pretest questionnaire and a post-test questionnaire on writing reviewing strategies and attitudes to the feedback were given to the experimental class.The analysis of the data indicates that after the experiment,there have been notable differences in the writing scores between the experimental class(p = 0.045<0.05)and the control class.The error frequency of the experimental class(7.48/100words)is lower than that of the control class(10.00/100words).The result of experiment shows that the corpus-based feedback is more effective to improve the students' writing achievement and reduce the error frequency.Through the analysis of questionnaire,the corpus-based feedback is accepted by most of the students and the students' ability to employ writing strategies has been enhanced in the experimental class.The study promotes the students' writing and provides more writing feedback for senior English writing.