Acknowledgements I’d like to express my heartfelt gratitude to those who ever offered me needful help and support in my complement of this study. I appreciate their kindness and help very much.44127

My sincere indebtedness first goes to my supervisor, Professor who has been given me constructive advice and support. I benefited greatly from his instruction and discussion with him. The complement of the study would have been impossible without his insightful advice and enlightening guidance.

I am also grateful to my classmates and friends whose encouragement and assistance gave me great momentum during my process of study.

Last but not least, I am thankful to my deeply-loved parents who have been encouraging and supporting me all the time. Without their support and understanding, it would be impossible for me to complete such a touch task.

The Effect of Teachers’ Written Corrective Feedback on the Correction of Grammar Error in English Writing

—A Case Study on Science Freshmen Students of 

Abstract

The feedback of ESL teachers in students’ writing has been claimed to be abstract, vague, and variable from teacher to teacher. Therefore, this research investigates the effect of four corrective feedback methods on the correction of grammar error in English writing: underline method, codes method, clues methods, and self-correction method. In this experimental study, the subjects are 36 science freshmen university students. To examine how explicit error feedback should be and the differences between different feedback methods in improving accuracy of compositions, the researcher introduced three dimensions as measurements: error ratio, identification ratio, and correction ratio. The results show that all four feedback methods help to identify and correct errors in students’ composition, of which clues methods is the most effective one. However, these four feedback methods have slight influence on improving the accuracy of students’ composition. And there is no evidence showing which feedback method is most effective in improving the accuracy of student composition. The researcher attributes this result to the scale of this study and the fossilization of subjects’ English proficiency. Lastly, the researcher offers some advice for practical use.

Keywords: written corrective feedback, explicitness of feedback, grammar correction, second language writing

教师书面性纠正反馈对学生写作语法错误修改的影响——以师范大学大一理科学生为例

摘要教师书面性纠正反馈存在模糊、表意不清、教师评价方式不一致等问题。因此，本研究选取了教师常用的四种书面纠正反馈方式：全句划线法、错误标注法、语法提示法和无反馈法来调查教师书面性修正反馈对修改作文中语法错误的影响。本研究的受试者为36名理科专业大一学生。研究者选取了错误率、识别率和纠正率三个维度来测量不同反馈形式的效果及其对提高作文准确度的影响。研究结果显示，四种反馈方式都有助于帮助学生识别和纠正文章中的错误，其中语法提示法的效果是最显著的`吹冰^文*论|文\网www.chuibin.com。但是这四种方式对提高学生作文的准确率的影响不大，四组之间无明显差别。研究者将其原因归结于研究时间的跨度不够大，并且学生的英语水平大多“石化”，很难再有提高。最后，本研究根据研究结果，给广大教师提出了教学建议。

毕业论文关键词：书面性纠正反馈,反馈明晰度,语法错误修改,二语写作

Contents

1. Introduction 1

2. Theoretical basis 2

2.1 The definition of corrective feedback 2

2.2 The problems that Chinese ESL teachers meet towards corrective feedback