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Chapter One Introduction 

Writing is one of the important skills that the language learners must master. And how to improve the effectiveness of writing teaching has become the research emphasis of scholars at home and abroad. Feedback, as an important part of writing teaching, is the study focus of domestic and foreign scholars in the recent twenty and thirty years. 

1.1 Background of the Research 
Like most learning experiences in people’s growing process, language learning does not come in a simple package. That is to say, it is a complex system with many components working together to allow language learners to learn the target language. Comparing with first language acquisition, second language acquisition or foreign language learning is more complex as evidenced by the abundant research topics, discussions and debates come out about various issues in this field. As one of the four basic skills of language learning, writing has been paid more and more attention from teachers and researchers in the field of language acquisition. As  research  on  second  language  writing  has  grown  as  a  sub-discipline  of  both composition and second language studies (Silva, Leki & Carson 1997), there appear a great variety of studies on feedback ranging from discourse analytic studies of the nature of peer response and teacher commentary to the effects of them (e.g., Carson &Nelson, 1994,1996; Conner & Asenavage, 1994; Ferris, 1997), from surveys of student  opinion  about  feedback(e.g.  Ferris,1995a;  Hedgcock  &  Lefkowitz,  1994; Zhang, 1995), to experimental studies of the effects of response (e.g., Fathman & Whalley, 1990; Kepner, 1991). 
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1.2 Statement of the Problem 
However,  how  and  whether  teacher  feedback  works  has  become  a  heated discussion topic in the field of second language writing. Teachers have spent much time and energy making corrections on students’ papers, and it is would seem almost senseless  to  claim  that  all  of  the  feedback  fails.  However,  as  an  independent discipline,  L2  writing  first  emerged  in  early  1960s,  and  after  that  the  following questions have come out: whether teacher feedback should be provided, whether it actually promotes learners writing ability; and how it should be done. At present, debates about teacher feedback are far from being resolved. Despite the published debate and several decades of research activity in this area, we are virtually at the starting point of research, as the existing research base is incomplete and inconsistent (Ferris, 2004). But as the author’s opinion, teacher feedback is an integral part of L2 writing teaching, although the effects will varies from the different forms of teacher feedback. Actually,  marking  and  correcting  every  mistake  in  students’  papers  is  both time-consuming and energy-wasting for college English teachers. There are constant complaints from the teachers mentioning they are exhausted in the heavy work-load of marking and correcting students’ writing exercises. However, their efforts g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。