| Corrective feedback is an indispensable link and an integral part of the writing process.In recent years,corrective feedback has attracted the attention of researchers and teachers both at home and abroad.A growing amount of research has been carried out to probe into the effectiveness of different types of teacher corrective feedback.However,the domestic research on different types of corrective feedback mainly takes college students and senior high school students as subjects,while the junior high school students are rarely taken as the objects of study.Therefore,it cannot present a full picture as regards the effectiveness of corrective feedback in junior high school English writing teaching.In middle school English writing teaching,most teachers still follow the traditional mode of"students write,teachers correct".Due to the lack of understanding of the importance of corrective feedback,the ways in which teachers offer corrective feedback are still relatively simple and arbitrary.Considering the low English language level of junior high school students and the varied teaching methods of different teachers,it is vital to investigate the importance of written corrective feedback in improving the accuracy of students’ English writing.In the meanwhile,it is also necessary for junior high school English teachers to explore the effectiveness of different types of corrective feedback.The grammar points in junior high school English textbooks are relatively simple and the mistakes made by students in their writing are not varied.Comparatively speaking,the English simple past tense is an important grammar point for junior middle school students to learn,and it is also the grammar point where students make the most mistakes in their English writing.In view of this,the thesis tries to explore the effects of two different types of corrective feedback,namely "direct feedback with communication" and "indirect feedback with coding" on the use of the English simple past tense by junior high school learners.It aims to answer the following three questions:1.What are the students’ expectations and attitudes towards written corrective feedback?2.Are there any differences between the two types of teacher corrective feedback("direct feedback with communication" and "indirect feedback with coding")in influencing the use of the English simple past tense by junior high school students?If yes,what are they?3.Are there any differences between the two types of teacher corrective feedback("direct feedback with communication" and "indirect feedback with coding")in influencing the use of the English simple past tense by junior high school students of different English proficiency levels?If yes,what are they?The results of the study show that students expect teachers to provide corrective feedback for their compositions,and the two types of teacher corrective feedback("direct feedback with communication" and "indirect feedback with coding")are considered as the most acceptable.Besides,the students of the two experimental groups performed significantly better in the last writing task than in the first writing task,though there were no significant differences between the two groups as regards the effectiveness of teacher corrective feedback.However,it was found that to the students of low English proficiency,the direct feedback with communication had a significant effect in improving students’ use of the English simple past tense,while to the students of high and mid English proficiency,indirect feedback with coding was more effective in improving students’ use of the English simple past tense.Based on the above findings,some constructive suggestions are put forward:teachers in middle school should strengthen their learning in the theories and attach the importance to the corrective feedback.They should employ appropriate corrective feedback for different kinds of students.Besides,they should improve the pertinence of corrective feedback. |
