Abstract

     Now with the rapid development of globalization, English has become the essential tool of communication for the people all around the world. For a long time, the issue that how to make Chinese students learn English well has been drawing attention of educationalists and teachers. In the traditional English teaching mode of China, “listening, speaking, reading” has occupied the major portion, while teachers don’t pay much attention to “writing” part. How to teach writing? How to help students to write good compositions? Teachers, especially junior high teachers, should do more thinking about the two questions. Meanwhile, feedback in teaching has not yet received enough attention. From the perspective of feedback that is of less concern, this paper discusses how to improve the writing ability of junior high students. It starts with the feedback’s definition, types and the introduction of teachers’ feedback in language classes, then goes to the exploration of the problems of junior high students’ compositions and the traditional correction mode, finally makes suggestions of how to give feedback in junior high students’ compositions.

Key words: teachers’ feedback   junior high school students’ compositions      

           English writing 

Contents

Abstract

摘要

Introduction-5

1. Some Important Issues about Feedback-7

1.1The definition of feedback-7

1.2 The main purposes of feedback in language classes-7

1.3 The main types of giving feedback in compositions-8

1.3.1Tradional "marking"--8

1.3.2Conferencing--9

1.3.3Collective feedback-9

2. The Current Situation of Junior High School Students’ Compositions and Teachers’ Feedback-11

2.1The problems of junior high school students' compositions-11

2.2Traditional correction mode of junior high school students' compositions-12

3. How to Give Feedback in Junior High School Students' Compositions-13

3.1Giving feedback on the language--14

3.2Giving feedback on students' language learning process--15

3.3Giving feedback on successful language use-16

Conclusion-17

Bibliography-18

Acknowledgments-20