直接书面反馈和间接书面反馈对英语作为外语的学习者写作语法准确性的影响——以深圳一所高中为例.pdf

The Effect of Direct and Indirect Feedback on EFL Learners’ Grammar Accuracy in English Writing at a Shenzhen High School Abstract Most of Chinese students regard writing as the most difficult and challenging language skill, which plays a significant role in English language testing. Meanwhile writing is generally considered to be a reflection of learners’ comprehensive ability of language usage. However, controversies continue as to whether corrective feedback contributes to improving L2 learners’ grammatical accuracy in writing performance. Most studies carried out in L2 writing classes have reported some benefits for direct and indirect WCF in improving students’ writing skill, against Truscott’s (1996) claim that corrective feedback is not only ineffective but may be harmful; and thus, should be abandoned. This study, based on the previous research, investigates the relative effectiveness of different types of written corrective feedback (WCF) relative to error type in developing second language (L2) accuracy in writing. This study reports on a controlled classroom-based quasi-experiment conducted in an EFL High School context (N=60) that investigates the effectiveness of direct vs. indirect WCF on three target grammatical error types, lasting for eight weeks. The participants are students from one natural class of senior two and are divided into two groups receiving direct and indirect feedback respectively. All students are required to finish six compositions and then the errors per hundred words of the first and the sixth writings are collected and analyzed using one-way ANOVA and paired sample-test by SPSS17.0 to examine the difference among the