| The English Curriculum Standards for Compulsory Education points out that language skills include listening,speaking,reading and writing,among which writing skills can best reflect students’ comprehensive ability to use English.Writing helps students to transform knowledge input into output and consolidate the knowledge.Letter writing is very common in the writing exercises and exams of junior high school English.Letters have their own characteristics in format,content,language and tone.However,at present,junior high school students have some problems in the format,language structure,discourse cohesion,diction,writing and other aspects of letter writing.And students’ writing enthusiasm is low.Feedback is a way of making the wrong form of language stand out.Students can pay attention to their mistakes and correct them through feedback.Teachers can evaluate students’ writing level and also promote communication with students through feedback.Taking junior high school students as the objects,this study tries to use “peer +teacher” written corrective feedback to give feedback to junior high school students’ letter writing.The scores of the letter writing before the experiment and during the experiment are compared.And this paper tries to answer the following three questions:First,what is the influence of “peer + teacher” written corrective feedback on the content theme,discourse structure,language use and text design of English letter writing for junior middle school students in the high level group? Second,what is the influence of “peer + teacher” written corrective feedback on the content theme,discourse structure,language use and text design of English letter writing for junior middle school students in the medium level group? Third,what is the influence of “peer+ teacher” written corrective feedback on the content theme,discourse structure,language use and text design of English letter writing for junior middle school students in the low level group?This paper uses two research methods: interview method and experiment method.Through teacher interviews,the author aims to master the current situation of English writing teaching and the real situation of teachers’ feedback on students’ writing in a foreign language school in Guang’ an,which provides a practical basis for subsequent research.In the process of receiving “peer + teacher” written corrective feedback,the scores in four aspects of letter writing were collected through the experimental method.And then the data was compared with the data before the experiment to analyze the influence of this feedback on the individual achievement of letter writing of students of different level groups.Through student interviews,the attitudes of students towards the“peer + teacher” written corrective feedback are understood,which provides a basis for analyzing the reasons why this feedback method has different effects on the content theme,discourse structure,language use and text design of students in different levels.The followings are the main research findings of this paper.First,“peer + teacher”written corrective feedback had a positive impact on the improvement of junior high school students’ overall letter writing performance.Through the experiment of “peer +teacher” written corrective feedback,students in the experimental class had made significant progress in the aspects of content theme,discourse structure,language use and text design.And the gap among students was becoming smaller,the results were more concentrated.It can be seen that “peer + teacher” written corrective feedback had a positive impact on the improvement of junior high school students’ overall performance in letter writing.Second,“peer + teacher” written corrective feedback had the least effect on scores in four aspects of letter writing for the students in the high level group.Specifically,the “peer + teacher” written corrective feedback had a certain positive influence on the content theme,discourse structure and text design of the students in the high level group,but the influence was small.However,this form of feedback had no positive influence on the language use of high-level students.Third,the “peer + teacher” written corrective feedback had a great positive influence on the results of content theme,discourse structure,language use and text design of the students in the medium and low level groups.From the average scores of the students in the high,medium and low level groups,the “peer + teacher” written corrective feedback had the greatest influence on the students in the low level group.However,from the data of standard deviation,on the premise of progress in each single aspect,students in the medium level group had more concentrated grades,and the gap between students became smaller.While students in the lower level group made progress in each aspect,student achievement was more dispersed and the gap between students was larger.Fourth,most students hold a positive attitude towards the “peer + teacher” written corrective feedback.The results of student interviews show that most of students think this feedback method is of great help to their writing.They believe that peer feedback improves the efficiency of composition correction.And while correcting others’ compositions,they will improve their own writing level by learning advantages in others’ compositions and reminding themselves to avoid making similar mistakes like their peers’ compositions.The teacher’s feedback is a supplement to the students’ feedback and can be used to correct the deep errors in their compositions.Therefore,they hope to continue to use this kind of feedback to give feedback to their compositions. |
