An Empirical Study On The Effects Of Explicit Feedback And Implicit Feedback On The Accuracy Of Senior High School Students’ English Writing

The present curriculum reform of China’s basic education proposes the issue about students’ key competences.With the popularization of core competence of English discipline,teachers are placing great emphasis on the ability of students to use language knowledge to communicate.As a significant way to realize the transformation of language from input to output,English writing has naturally become the priority of high school English teaching.Being a indispensable link in English writing teaching,teacher’s corrective feedback is also a main way to help students aware of their expression mistakes and improve their writing accuracy.Corrective feedback has also been a major theme in recent SLA research.More and more empirical studies by both domestic and foreign scholars have confirmed that teachers’ corrective feedback is beneficial to the second language learners’ acquisition of the target language.However,the relative effectiveness of different types of corrective feedback remains to be further studied.Therefore,this study attempts to verify the impact of explicit feedback and implicit feedback on the accuracy of high school students’ English writing,and to make a further comparison of the relative effectiveness of the two types of feedback.This research is based on the Output Hypothesis and the Noticing Hypothesis,taking two parallel classes in the third grade of Harbin No.1 Middle School as the research object,and applying explicit feedback and implicit feedback to the teaching of high school English writing.This study attempts to answer the following questions through questionnaire survey and experimental research:1.Do explicit feedback and implicit feedback affect the accuracy of high school students’ English writing?2.If yes,is there any difference in the impact of the two types of feedback on the writing accuracy of high school students?3.What is the students’ attitude towards teachers’ corrective feedback?In order to answer the above questions,the author conducted a questionnaire survey of the students in the two experimental classes before the experiment,and divided them into a metalinguistic feedback group and a recast group based on the pre-test scores of the two classes.For metalinguistic feedback group,teacher will provide relevant grammar rules with or without pointing out the mistakes directly,for recast feedback group,teacher will only point out students’ mistakes.After a twelve-week teaching experiment,the results are as presented:1.According to the test,both explicit feedback and implicit feedback have a positive impact on the accuracy of high school students’ English writing.2.The achievement of explicit feedback group is significantly higher than that of implicit feedback group,which indicates that explicit feedback is more effective than implicit feedback in promoting high school students’ English writing accuracy(Sig=.041<.05).3.The questionnaire shows that most students(96%)recognize the positive effect of teachers’ corrective feedback on their English writing,and hope to get teacher’s feedback in their writing process.In summary,this study hopes that the results of research can help teachers use corrective feedback more flexibly in English writing teaching based on students’ actual situation,make students aware of the gap between their expression and the target language,then improve their writing accuracy.