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Chapter One Introduction

1.1 Research Background
In the context of EFL teaching, teacher feedback remains a significantconception and an indispensable process in practical condition. A major concern forEnglish teachers is giving effective feedback to students for guidance. Writing, sometreated as an "unforgettable skill" (Bowne & Marks, 1994) has drawn increasingnumber of attention. The basic assumption of the study is the important function ofteacher feedback in improving students' writing levels under the condition of adoptingteacher feedback. The students get teacher feedback after they have finished firstdrafts. Under the help of teacher feedback, the students can notice their errors andcorrect their errors by adopting the teacher feedback. During the process, the studentsgradually eliminate their errors and narrow the gap between their own language andthe target language. The thesis relies on the contribution of the overall target incorrective feedback research that establishes a field of investigation which sets up therelationship among theory，research and practice (Sheen, 2010).Although much attention has been paid to the researches on the correctivefeedback in both the fields of foreign language writing studies and foreign languageacquisition research，the convention in these two fields are widely divergent (Santos,Lopez-Serrano and Manchon, 2010). The researcher explores the theories of foreignlanguage acquisition into classroom practice of a writing class with Reference to FLAtheories.
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1.2 Objectives of the Study
In reference to teacher feedback theory, theories related to foreign languageacquisition of Schmidt's Noticing Hypothesis, KrasherTs Input Hypothesis andSwain's Output Hypothesis, the study aims to find out the relationship betweenteacher written feedback and student's adoption tendency as well as the best flexibletype of teacher feedback that students can understand easily and further tend to accept.The specific objectives of the study can be elaborated as follows:
(1) To find out the students’ overall attitude towards the teacher feedback;
(2) To analyze which type of teacher feedback the students adopt most;
(3) To test whether teacher feedback can promote students' writing skills;
(4)To discuss the reasons why students do not adopt certain kinds of teacherfeedback;
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Chapter Two Literature Review

2.1 Feedback Theories
The term feedback was used to refer to the information that came back fromreaders to the writer. Feedback was a significant component in the formativeassessment process and the feedback in face-to-face conversation was better than thatin written communication (Carmer et al，2008). The statement was supported byBrookhart (2008), he confirmed the importance of feedback and treated it as a centralrole in learning writing skills. The advantages of feedback could be described asfollows; (1) Learners were able to assess whether they performed well or notaccording to feedback (Mi, 2009). (2) Learners could correct their errors to improvethe quality of their writings through further feedback (Gue'nette, 2007). (3) Progressof learners could be indicated by the feedback and the teachers diagnosed students'problems under the guidance of feedback (Hino, 2006). Apart from that. Feedbackencouraged students to write mult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。