The Effect Of Teachers’ Corrective Feedback With Different Degrees Of Salience On College Students’ English Writing Accuracy

In the complex teaching process,teachers and students act as two subjects.Their interaction is indispensable.The importance of teachers’ corrective feedback as a bridge between teachers and students is self-evident.Corrective feedback has always been a topic of concern in the field of second language acquisition.Based on the condition of second language writing,combined with learners’ attitude and uptake of corrective feedback,this thesis pays attention to the influence of teachers’ corrective feedback differed in the degree of salience on the accuracy of English writing,which closely matches the current research trends.This study aimed to discuss the effect of teachers’ corrective feedback with different degrees of salience on improving the accuracy of college students’ English writing.In this thesis,78 non-English major freshmen from two parallel classes of Northwest Normal University were randomly divided into three groups: experimental group one: direct corrective feedback;experimental group two: error indication of indirect corrective feedback(underline sentences with errors),and experimental group three: error code of indirect corrective feedback(code annotation error type).Based on the Interaction Hypothesis,Direct Contrast Hypothesis and Noticing Hypothesis,the author adopted the research process of “pilot test-pretest-experimental intervention-post test”,and combined both qualitative and quantitative analyses.During the18-week,the author conducted the experiment,scored their compositions by rating and calculated the number of errors manually.Then,the author conducted independent t-test and one-way ANOVA for the collected data,to prove the effectiveness of teachers’ corrective feedback with different degrees of salience on improving the writing accuracy of college students.Besides,both qualitative and quantitative data analyses were performed.At the same time,based on the feedback function,this thesis comprehensively measured the specific effect of teachers corrective feedback with different degrees of salience,so as to provide practical teaching suggestions for front-line teachers.The results showed that: 1)Teachers’ corrective feedback is effective in improving the accuracy of college students’ English writing.Despite their differential in the degrees of salience,both direct and indirect corrective feedback can significantly improve the accuracy of English writing.After receiving the experimental the intervention,the scores of the three groups were significantly higher than that of the pretest.While the total number of errors decreased,the number of similar or identical errors decreased significantly;2)Teachers’ corrective feedback with different degrees of salience has significant difference in improving the accuracy of learners’ writing.Compared with the direct corrective feedback group,students in the two indirect corrective feedback groups make more significant progress in writing.Two kinds of indirect corrective feedback strategies,error code and error indication,can stimulate learners’ deeper internal language acquisition processing,and error code can better help learners to summarize and analyze language knowledge,so it can achieve feedback effect faster.Besides,corrective feedback forms with different degrees of salience have a significant impact on learners’ error recognition.According to the results of the study,in practical teaching,teachers should give appropriate corrective feedback after confirming students’ current language ability and cognition.Besides,while indirect corrective feedback is significant and targeted,it is suggested to use more indirect corrective feedback to motivate and guide students to solve problems.