A Study On The Present Practice Of Teacher Feedback On Students’ English Writing In Junior High School

At the junior high school level,the main purpose of the English course is to develop students’ comprehensive ability to use the language.As one of the language skills,English writing ability is an important part of the language application ability.Actually,there are many mistakes and deficient content in students’ composition.That is because one of the important links is often overlooked,namely teacher feedback.It is considered as an important part of English writing teaching and its importance has been widely recognized.In order to enrich the teachers’ feedback mechanism and improve students’ English writing ability,a survey on the teachers’ written feedback and oral feedback in the junior middle school English writing teaching was investigated.With the help of questionnaires,interviews and classroom observations,345 students and 15 English teachers from three grades in X School of Qing Long Manchu Autonomous County were surveyed in this study.The author attempts to explore the current status of teacher feedback on student’ English writing in junior high school,and tries to answer the the following questions:(1)What is the attitude of teachers and students towards teacher feedback in junior middle school? What is the main form of teacher feedback in English writing?(2)Is there any discrepancy between the specific operation of teachers in written feedback or oral feedback and the feedback expected by students? If so,where is it embodied?(3)What should teachers and students do after teacher feedback? What is their understanding of rewriting? After the analysis of the collected data and statistics,the author finds that:(1)Teachers and students generally recognize the importance of teacher feedback in junior high school.The main form of teacher feedback in junior middle school English writing teaching is written feedback,and teachers pay little attention to oral feedback.(2)There are differences between teachers and students in terms of their perceptions and preferences of teacher feedback,which is manifested in the feedback focus,feedback content and form of oral feedback.(3)The way that teachers andstudents deal with feedback is too simple.Students rarely rewrite,and teachers also lack corresponding requirements.Finally,based on the main findings of the survey and under the guidance of the process writing approach and the attention hypothesis theory,the author puts forward corresponding writing teaching suggestions: Firstly,teachers should enrich the form of teacher feedback and appropriately increase the use of oral feedback.Secondly,teachers can adjust the focus of teacher feedback and attach importance to the guidance of the content of the article.Thirdly,teachers should enrich the content of teacher feedback,and make more detailed and specific comments.Last but not least,supervision after teacher feedback should be strengthened,and more importance should be attached to rewriting and evaluating the composition again.