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place in students' writing and how the feedbackshould be given have been controversial issues among the teachers and researchers in thefield of second language writing and second language acquisition.

1.2 Significance of the study
The present study is significant both in theory and in practice because it attempts toinvestigate the effects of teacher written corrective feedback, especially the influence ofdirect teacher feedback and indirect teacher feedback on the accuracy of students' writingin order to:(1) Solve some of the inconsistent findings and problems as to the effects of directteacher feedback and indirect teacher feedback in China;(2) Improve the teaching and learning of English language writing in China.

1.2.1 Theoretical significance of the study
Though a large number of studies have found valuable insights into the effects ofteacher feedback on students' writing, they have their own defects.Firstly, most of the studies were carried out in English as a second language (ESL)context in which English is either the native language or the official language for thestudents and there are a lot of opportunities for them to use English in real lifecommunication either in written or in spoken form and they have regular English writingclasses to learn the systemic English writing techniques and practice a lot in writing.Nevertheless, few studies have been carried out to investigate the efficacy of teacher's feedback on the improvements of students' writing in China up to now. There is nodenying the fact that things might be quite different in China since in English as foreignlanguage (EFL) context like China, most English learners do not have enoughopportunities to communicate in English due to their living environment. They do nothave any English writing courses to practice their writing ability, especially for thosenon-English majors. Thus, there is a need to investigate the effects of teacher feedbackon students' writing in China.Secondly, conflicting findings have been reported as to the effects of teacherfeedback. In the field of second language writing and second language acquisition, thereare studies which support teacher feedback and there are those with mixed findings oreven negative results. Even for those which support teacher feedback, the findings areinconsistent in relation to the effectiveness of different kinds of teacher feedback. Inaddition, most of the studies were carried out in ESL context by researchers of nativeEnglish speakers, which cannot reveal the situation in China. Therefore, further studiesare needed to examine the effects of teacher feedback in EFL context like China.

2. Literature Review

2.1 Theoretical foundations
According to Longman Dictionary of Language Teaching and Applied Linguistics(Richard, et al. 2000), feedback refers to "any comments or information received by thelearners from their teacher of other learners". For instance, "any verbal or facial signalsgiven by the listeners to show that they have understood what the speaker said". InEnglish writing teaching, it refers to any comments or information given to the writerseither by their teacher or by other learners in terms of a writing task.Feedback has become a very important part in second language writing teachingsince the introduction of the process writing theory into this field in the 1960s a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。