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Chapter One Introduction

This chapter is composed of 4 parts, where part one—background of the research,exhibits the origin of the present research. It is followed by the significance ofconducting the current research, which could be further divided into theoretical andpractical significance. Afterwards the objectives and research questions of the currentresearch are listed, and in the end, part four lines out the structure of the thesis.

1.1 Background of the research
Writing, one of the four essential skills in English learning, “is the foundation forpeople to communicate feelings and information, and provides a channel for people todo them. It displays learners’ ability of comprehensive application of Englishknowledge and meanwhile, reflects their logic objectively.” (Cao, 2012) In fact, thecritical role that English writing plays is unquestionable. From the traditional way ofEnglish writing teaching to the process-oriented approach, the approaches of teachingEnglish writing have gone through great changes. The aim of English writing hasbecome more communication-oriented and the process of it become morestudent-focused. Despite the changes, the way how can teachers teach it well or howlearners improve their writing ability is still quite controversial. It is still a headachefor both English writing teachers and English writing learners. Therefore here comesa dilemma: learners are reluctant to learn it and teachers are unwilling to teach it.
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1.2 Significance of the research
This thesis, propped by a huge amount of related research and the elaboratelydesigned quasi-experiment, will be valuable theoretically and practically.The studies, whether at home or abroad, concerning corrective feedback, couldbe divided into three aspects: (1) will corrective feedback have effect on learners; (2)which type of corrective feedback is more effective to learners; (3) will the effect ofcorrective feedback be influenced by learners of different characters. And all of thesequestions have not been settled yet. With regard to aspect one, there are two variables—corrective feedback (variable one) and learners (variable two). The aspects two andthree, in fact, are derived from aspect one which are designed to answer aspect one inpart.Corrective feedback and learners can be further divided into an array of variables.For example, corrective feedback, variable one, consists of written/oral correctivefeedback, direct/indirect corrective feedback, focused/unfocused corrective feedbackand so on; variable two includes learners of various education background, learners ofdifferent thinking styles, learners of different understanding ability and so forth.Early researchers focused on the effect of corrective feedback, namely aspect one,but they were not consist with each others on such an issue. To address this divergedquestion, they began to explore this question in-depth by analyzing its variables. Thus,it came to aspect two and aspect three. If the variables are proved to be influential inthe effect, they should be controlled when analyzing the effect of corrective feedback.If they are not, they can be overlooked. The optimal result is that when the variablesthat influence the result are all got controlled, the initial and the original question willbe answered. In this way, answers of aspect two and aspect three are the premise ofaspect one.
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Chapter Two Lite