The Effects Of Task Repetition And Teacher Feedback On The Lexical Use Of Junior Students’ English Writing

English writing can comprehensively evaluate students’ English proficiency which can reflect students’ mastery of vocabulary,grammar and discourse structure.Among them,vocabulary is often regarded as the soul of writing.According to the scoring standard of English composition for the high school entrance examination,the level of vocabulary in English writing is mainly reflected in two aspects: lexical accuracy and lexical diversity.Lexical accuracy is an important aspect in writing,because it directly or indirectly affects the accurate transmission of information and the expression of sentence meaning.Lexical diversity is an important way to get high scores.Many front-line teachers and domestic and foreign researchers have conducted some researches on how to improve the quality of junior students’ English writing.Many studies have shown that task repetition,as a teaching method that allows learners to repeatedly perform the same or slightly different tasks during a certain interval,is an important research content of task-based language teaching and has attracted the attention of researchers at home and abroad.At the same time,many studies have proved that teacher feedback is helpful in improving students’ overall level of writing.Both task repetition and teacher feedback have been used as effective ways to improve English learners’ writing quality.Therefore,this study mainly discusses the combined influence of teacher feedback and task repetition on the lexical accuracy and diversity and their influence in the new task with the same type.This study took 60 students in grade one of a senior middle school in Changsha as the research objects and investigated them from two aspects:1)What are the effects of task repetition and teacher feedback on the lexical accuracy and diversity of junior students’ English writing?2)What are the effects of task repetition and teacher feedback on the lexical accuracy and diversity of junior students’ English writing in another writing task with the same type?This study involved 60 junior students(20 students in experiment group 1,20 students in experiment group 2,and 20 students in the control group).This experiment lasted for 6 weeks.Experiment group 1 adapted the method of task repetition with teacher feedback,while experiment group 2 adopted the method of task repetition without teacher feedback,and the control group has no task repetition and teacher feedback.Tools such as pretest and post-writing and Range32 and SPSS21.0 data analysis were used.The findings are as follows: Firstly,both task repetition and teacher written feedback had positive effects on the lexical accuracy and diversity of junior students’ English writing respectively,while the combined effects of task repetition and teacher feedback were the greatest;Secondly,in the new writing task with the same type,the combined effects of task repetition and teacher feedback can improve the lexical accuracy and diversity of junior students’ English writing.The results of this experiment show that the method of combining task repetition and teacher feedback can improve junior students’ lexical use in English writing,then it can be put into practical teaching.Due to the limitation of time and place,the experiment duration of this study is only 6 weeks,which is relatively short,and the sample size is 60 students,which isrelatively small.Representativeness and universality remain to be proved.Although there are some limitations in this study,we can extend the experiment time and increase the sample size to seek more accurate conclusions in the future study,the author thinks this experiment still has theoretical and practical value,which can provide some enlightenment for the middle school English teaching.