A Study On The Influence Of Teachers’ Written Corrective Feedback On Senior High School Students’ Acquisition Of English Attributive Clauses

In the process of foreign language teaching,the learning and use of attributive clauses are crucial.Ellis(1994)believes that English attributive clauses are difficult.Because of their complex structure and differences between English and Chinese structures,students are not good at using them.Many learners cannot improve the accuracy of the use of attributive clauses,so the learning and mastering of attributive clauses is not ideal.And feedback is an important link in teacher teaching and feedback.Written corrective feedback is an important research topic in second language learning in recent years,and A great deal of empirical research has been carried out on this basis.Although many studies have shown that written corrective feedback can effectively improve the accuracy of grammar,there is no clear conclusion on the level of effectiveness and effectiveness.The occurrence of this situation may be related to the selected error type and feedback method.Most of the grammatical items involved in this field are prepositions,articles and writing accuracy,and the influence of learners’ individual factors on error correction is ignored.Moreover,most of the ways of feedback exist in some two comparative studies,such as direct,indirect or metalanguage feedback.On the basis of comprehensive reference to previous studies,this study focuses on two ways of written corrective feedback,direct and indirect,taking attributive clauses as the object of study,and combining learners’ individual factors(language analysis ability)to investigate the impact of written corrective feedback on senior high school students’ attributive clause learning.The specific research questions are as follows:(1)What effect does the teacher’s written corrective feedback have on students’ acquisition of attributive clauses?(2)Teachers have different ways of written corrective feedback.Which way of feedback is more conducive to students’ acquisition of attributive clauses?(3)What are the effects of different written corrective feedback methods on the learning of attributive clauses of students with different language proficiency?This study selected 168 sophomore students from a high school in Huangshi City as the research object.They were divided into two groups: experimental group and control group.The two groups adopted direct feedback and indirect feedback respectively.The control group did not accept any feedback.This study mainly adopts the design of "pre test-intervention-post test" to carry out the experiment.The whole experiment lasted for nine weeks,including four intervention phases and five test phases.After the whole experiment,the subjects in the experimental group were interviewed semi-structured to obtain more qualitative data and test the validity of quantitative data,aiming to explore the role of teachers’ written corrective feedback in senior high school students’ English attributive clauses.In this study,the test results were input into SPSS26.0 software for corresponding statistics and analysis.After data analysis and discussion,the results are as follows: First,direct and indirect feedback provided by teachers can help students acquire attributive clauses;Second,direct feedback is better than indirect feedback in students’ acquisition of attributive clauses.Third,for high-level students,both direct and indirect feedback can promote the acquisition of attributive clauses.However,for middle and low level students,direct feedback is better than indirect feedback.This study provides more empirical evidence to confirm the effectiveness of written corrective feedback on second language acquisition and grammatical accuracy,and further confirms that written corrective feedback helps improve the acquisition of attributive clauses,which has some implications for English teaching.In the actual English teaching process,teachers should pay attention to the use of written corrective feedback to promote teaching.In the process of giving feedback,we should pay attention to the use of feedback methods and the individual differences of students,so as to teach students according to their aptitude.Teachers should also encourage students to revise and practice in time after receiving feedback,promote the internalization and consolidation of knowledge and achieve higher results for the use of corrective feedback.