Chapter 1 Introduction
1.1 Purpose for the Present Study
几十年来，语言教师和探讨人员已经实现了一个伟大的老师反馈的探讨数量。然而，由于不同的探讨设计参数，这些探讨的结果是不确定的，这使得它不现实的putthe教师反馈的结果，英语毕业论文，中国的英语写作教学实践。一般来说，教师书面反馈是一个耗时的任务。中式学院学生以积极的态度对待老师的反馈，他们的著作，英语毕业论文，但他们的作文中的错误不断重复自己。本探讨试图投光灯上的似是而非的观点，教师和学生对教师反馈在英语写作教学在中国。繁体中文写作课程通常由写作任务，误差纠正和教师的讲解有关的语法规则，句法结构，以及其他形式为重点的知识。一般来说，在开始写作班，学生可能会收到书面说明。然后老师会指定一个写作任务的话题，在任何一个段落的形式或组成。每个写作任务可能集中在语言使用根据课程设计的某些方面。在那之后，教师提供差错反馈，通常由间接校正下划线的错误的错误代码，有时。在接下来的写作部分，常犯的错误和严重错误的解释，通过公办教师与学生的互动。在整个过程中，老师的反馈真的有效吗？纠错写作教学的理论与实践中起着至关重要的影响，通常花费教师大量的时间和精力。
For decades, language teachers and researchers have implemented a great numberof studies on teacher feedback. However, due to the different research parameters indesign, the findings of these studies are inconclusive, which makes it unrealistic to putthe findings of teacher feedback into Chinese English writing teaching practice.Generally speaking, teacher feedback in writing is a time-consuming task. Chinesecollege students take a positive attitude towards teacher feedback of their compositions,yet the errors in their essays keep on repeating themselves. The present study attemptsto cast light on the paradoxical viewpoints of both teachers and students towards teacherfeedback in English writing teaching in China.Traditional Chinese writing classes commonly consist of writing assignment, errorcorrection and the teachers' explanation about grammatical rules, syntactic structures,and other form-focused knowledge. Generally speaking, at the beginning of a writingclass, the students may receive instructions in writing. Then the teacher will assign awriting task on a topic, in the form of either one paragraph or a composition. Eachwriting assignment may focus on certain aspects of language use in accordance withcurriculum design. After that, the teacher provides error feedback, usually by indirectcorrection underlining the errors, sometimes with the error codes. In the next writingsection，the commonly committed errors and serious mistakes are interpreted throughpublic teacher-student interaction. During the whole process, is teacher feedback reallyeffective?Error correction plays a crucial role in the theory and practice of writing instructionand usually cost teachers a lot of time and effort. English teachers in China “suffer”from the “ tedious and unrewarding chore" of revising students' essays (Hyland, 1998).Under most circumstances, to do teacher feedback, firstly, the teacher needs to identifythe errors, then underline the errors or offer codes一it is exceedingly time-consuming. Itis commonly accepted that it is necessary to do error correction because the learners willdevelop writing proficiency through teacher feedback. However, is this practice worththeir time and effort?
Previous researches on students' opinions about feedback has consistently shownthat students treasure teacher feedback and attach much greater importance to teacherfeedback than other forms of feedback, such as audio feedback, peer evaluation, andself-evaluation (Leki, 1991; Yang, 1996; Yang, Badger, & Yu, 2017). Most surveys ofstudent pReferences show that students are particularly positive about receiving feedbackon language issues, although they also want teachers to comment on content and ideasof their writing (Leki, 1991; Lizotte 2017). As L2 students pay much attention toaccuracy in their writing, they are eager to have all their errors pointed out by theteacher (Leki, 1991; Lee, 2017). Studies by
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