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摘要：本文是一篇英语论文范文，在初中三个年级的作文中，根据CLEC的错误分类，错误涵盖了所有11个错误维度。学生写作中最常见的错误是动词短语错误（24.09%）、词汇错误（18.98%）、单词错误（18.11%）、句法错误（14.44%）和名词短语错误（13.75%）。在本研究所研究的所有错误中，错误最多的维度如下：拼写（fm1，共359个），动词一致性（vp3，315），非限定动词（vp5，261），名词数量（np6，251），句子结构缺陷（SN8162），标点符号（SN9155），大写（FM3153），代词大小写（pr4，140）和构词（fm3，123）。随着学生的成长和学习，他们的年级越高，他们的写作错误就越多。这主要归因于写作难度的提高。在每个错误维度中，无论学生在哪个年级，低分学生作文中的错误总数都远远大于高分学生作文中的错误总数。这意味着错误的数量与文章的分数呈负相关。

本文是一篇高中英语论文，基于本研究的局限性和研究视角，本文提出以下建议：首先，研究者应努力延长研究时间，确保研究主题的丰富性，以确保所收集数据的全面性，应进行更丰富的阅读，以提高研究人员的个人能力，增强研究人员的理论知识，从而最大限度地减少研究人员的个人主观性对研究的影响。最后，未来与此相关的研究可以进一步探索和分析教师信念与教师偷窃行为的一致性和不一致性的原因。

Chapter 1 Introduction

1.1 Research Background

With the implementation of National English Curriculum Standards (2017), a coreeducation concept, “student-oriented concept”, was put forward. Besides, teachers’feedback is also said to be involved in the whole teaching process and is reflected inevery link of teaching practice. This Curriculum Standards, in stating the status ofstudents in corrective feedback, claims that “students are not only subjects of learning andacquisition but also subjects of evaluation (2017: 80).” That is to say, students have everyreason to be fully considered in the selections of evaluation methods and tools, thecontent as well as the standard of evaluation. Therefore, on the basis of having a completeunderstanding of students’ individual preferences of written corrective feedback, thisresearch can help to give some suggestions to the teachers so that they can use the propertype, manner and object of WCF to achieve twice the result with half the effort.

On the one hand, from the theoretical view, written corrective feedback plays animportant role in second language acquisition.

Learning a foreign language could not be done in one day, during which errors areinevitable. “Not only for teachers but also for students, it is significant to accept the fact that errors cannot be excluded from learning process” (Davies & Pearse, 2002). Therefore,in the process of language acquisition, making errors can be seen as a sign of learning.With the cognition that errors are significant and ineluctable to language learning,teachers and researchers gradually put more and more efforts to study learners’ errors andtheir feedback to these errors.

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1.2 Significance and Objectives of the Study

1.2.1 Significance

The provision of effective and high-quality feedback has been identified as a keyelement of quality teaching, which is well supported by meta-analytic studies, such asAstin (1991), Black and William (1998), Hattie (1987), and Ramsden (2003). Most ofthese studies focus on comparing the effectiveness of different feedback ways, i.e.,written vs. verbal, specific vs. general, group vs. individual. However, results of thesestudies are not quite consistent with each other. One of the reasons can be ascribed to thelacking consideration of students, especially their perceptions and uptake towardsfeedback methods, which has great influence on the research results. Therefore, thisresearch will take students’ individual differences into full consideration from theperspective of student-centeredness. Motivation will be focused as one aspect of students’individual differences to explore students’ preferences of WCF according to theirdifferent types of motivation. This is because that some previous researches have provedthe effectiveness of students’ motivation on their intended efforts, as well as theirpreferences of feedback methods (Gan, Z, 2020).

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Chapter 2 Literature Review

2.1 Definitions of Related Con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。