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

English writing plays the significant role in the teaching of English.It is also a difficulty that English teachers could not neglect in English teaching.In recent years,how to improve students' writing has become a hot topic.Teachers' written feedback,the essential part of English writing,is a factor that affects students' making progress in their writing.In China,the objects of research on teachers' feedback are college students,and there are few studies about the present practice of teachers' written feedback in senior high schools.Therefore,it will be meaningful to offer some suggestions by exploring present practice and problems of teachers' written feedback.This thesis regards the process writing theory and noticing hypothesis as the theoretical basis.In this thesis,14 senior English teachers and 272 students in grade one in a senior high school are the objects of questionnaire.The thesis also chooses 10 English teachers and 25 students as the objects of interview,collects and analyzes the180 writing texts corrected by the 14 senior English teachers,and deals with the data by Word 2016 and Excel 2016,explores the present practice and problems of teachers' written feedback in senior high school,then offers corresponding suggestions by the combination of students' expectations and needs for teachers' written feedback.By analyzing results of questionnaire and writing texts,and combining with interview results,the thesis finds the problems occurred in teachers' written feedback in high school mainly:(1)Most teachers neglect the process-based approach,and they also teach students with results-writing approach;(2)Most teachers' written feedback is indirect error correction,but students like teachers to correct errors directly;(3)Teachers pay more attention to the errors of grammar and word spelling,but pay less attention to content and structure;(4)Students want more chances that teachers could face to face with them to correct their compositions;(5)Teachers offer students few suggestions on improving content and enhancing writing skills;(6)Teachers less focus on supervision after feedback.This thesis offers the following suggestions:(1)Teachers ask students to rewrite and revise,and help students improve their writing skills in the process of students' drafts-teacher's written feedback for students' initial drafts-students' correcting errors of drafts offered written feedback by teachers-teachers' correction for students' second drafts;(2)Teachers should provide students with different ways of written feedback according to students' different English writing level;(3)Teachers should pay more attention to content and structure,and offer some detailed suggestion on improving contents and writing skills;(4)Teachers should arrange their time reasonably,and offer students chances that they could get face-to-face comments on their composition from teachers based on their different English writing levels;(5)Teachers offer students detailed comments with appropriate tone,encouragement and guidance;(6)Rewriting or revising should be checked by teachers regularly.