Abstract English writing, as one of the four basic skills, plays an important role in English learning。 However, the effect of English writing teaching in China is not satisfied as writing is still the shortage of Chinese students to some extent。 Plenty of domestic scholars have been constantly doing researches aiming to find out how to enhance the effectiveness of writing teaching in class。 Since process approach was introduced into writing teaching in 1960s and 1970s, feedback has become an important component of writing teaching。 Consequently, the feedback on students’ writing has become a hot topic among English teachers。 This thesis tries to investigate several strategies to enhance writing competence through exploring the effect of different types of teacher feedback, together with the real situation in our writing teaching。 Meanwhile, combined with the researches, the author puts forward some suggestions, for the purpose of enhancing the competence of teachers’ teaching and students’ writing。73198

Keywords: teacher feedback; English writing competence; classification of teacher feedback; function of teacher feedback

摘要英语写作，作为语言学习的四大基本技能之一，在英语学习中有着举足轻重的作用。而我国英语写作教学的效果并不理想，英语写作某种程度上讲依然是学生的短肋，因此国内相关外语学者一直致力于研究如何提高课堂写作教学的有效性。过程教学法在上世纪六七十年代被引入写作教学，此后反馈就成为写作教学的重要组成部分，从而对学生的写作反馈策略也成为教师的热门研究方向。本文通过探讨不同类型教师反馈的形式效果，考察教师写作反馈的现状，结合相关实验，有针对性地提出一些提高反馈效果的建议和方法，以期提高教师的写作教学能力和学生的写作能力。

毕业论文关键词：教师反馈；英语写作能力；反馈类型；反馈效果

Contents

1。 Introduction 1

2。 Literature Review 1

3。 An Overview of Teacher Feedback 3

3。1 A brief introduction to process approach in English Writing Course 3

3。2 The definition of teacher feedback 4

3。3 The classification of teacher feedback 5

3。4 The function of teacher feedback 6

4。 Applications of Teacher Feedback in English Writing and Its Enlightenment 7

4。1 Application of teacher feedback in Chinese English Writing Course 7

4。2 Research design 8

4。3 Data collection 10

4。4 Findings and enlightenment 12

5。 Conclusion 13

Works Cited 15

1。 Introduction

Language skills, as the important part of English learning, which includes listening, speaking, reading and writing, are necessary for students to acquire in schools。 We see that students tend to perform worse on English writing than other three aspects, which has aroused a widespread concern among teachers and researchers。 English writing has great requirements not only for the English proficiency of learners, but also for the thought of learners and the competence of textual organization。 As one of the necessary procedures in process approach, providing feedback to students’ writing is widely applied by English writing teachers in various ways。 Feedback has played a crucial role in students’ composing process in the context of ESL writing (Hyland 2003)。 ESL learners regard teacher’s feedback as significant information based on which they can revise their drafts。 However, according to the subsequent writing results, we find it seems that teacher feedback doesn’t work effectively in students’ rewriting process。 In this thesis, the author separately reports the origin of this study, elaborates the significance and the purpose of the study, trying to explore the efficient teacher feedback strategies in English writing teaching so as to enhance students’ writing competence。论文网