Chapter 1 Introduction
1.1Background of the Study
From junior high school to senior high school, the depth of knowledge isquite different. Consequently, most of the senior high school students found it hardto adapt to the changing environment in a long period of time. Besides, someresearches (such as He Jiang, Xu Yousheng, 2017) demonstrated thatpsychological barriers commonly existed among senior high school students,which brought serious consequences to English writing teaching: students wereafraid of writing and lacked writing motivation; they tended to choose somepassive mode of thinking and writing methods; they participated passively in thewriting activities, as a result, what they should comprehend easily became veryhard because of the psychological barriers. Furthermore, the pressure of thecollege entrance examination leads to the nervousness and anxiousness of thestudents.The Full-time Ordinary High School English Teaching Outline (which wasformulated by Ministry of Education of the People’s Republic of China in 2017)points out that with the development of informatization and globalization, to learnand to grasp a foreign language is an essential requirement for the citizens in the21st century. It aims to develop the four basic skills—listening, speaking, readingand writing. Besides, English communicative competence is also quite essential.Among the four basic skills, English writing is one of the most important skills forEnglish learners in senior high school. As a result, to lay a solid writing foundationis of great importance for senior high school students. In the real writing teachingand learning, an increasing number of teachers and students have realized thesignificance of English writing and took measures to strengthen the specializedtraining of it. However, the situation of the English writing in senior high school isnot optimistic.
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1.2 Significance and Purpose of the Study
From the title of the thesis, we can find out that this study aims to investigatethe effect of corrective feedback on English writing in senior high school. Inaddition, which kind of corrective feedback will improve learners’ writingdramatically will also be experimented. Third, learners’ attitudes toward the threekinds of corrective feedback will also be explored by way of questionnaire.Previous studies have indicated that the construction, range and depth ofknowledge changed dramatically when the students switched from junior highschool to senior high school. As a result, they hardly adapted to the changinglearning style. Moreover, the pressure of the current college entrance examinationwould easily cause the nervousness, fearfulness and anxieties of the students.The Full-time Ordinary High School English Teaching Outline points out thatEnglish writing is one of the most important skills for learners in senior highschool. And writing corrective feedback is a vital and essential teaching skill,which contributes to the learners’ notice of the differences between theinterlanguage and the target language in order to increase writing ability of thelearners. However, the psychological barriers among senior school students havealready brought severe consequences to writing teaching. Consequently, it is quitenecessary to pay close attention to the role of corrective feedback in Englishwriting in senior high school.
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Chapter 2 Literature Rev，英语毕业论文，英语毕业论文
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