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1、AbstractDifferencesinopinionexistregardingtheresearchesonefficacyofwrittencorrectivefeedback(CF)ongrammaritemsinstudents’writing.Someresearchers(e.g.Ferris2004,Ellisetal.2008,Sheenetal.2009)believethatwrittenCFiseffectiveinimprovinglearners’writingaccu
2、racy,whileafewresearchers(e.g.Polioetal.1998,Truscott1999,2004,2007,2008)claimthatwrittenCFisineffectiveandevenharmful.Therefore,thisempiricalstudy,whichisacomparativestudyontheeffectsoffocusedandunfocusedwrittenCFonthegrammaraccuracyofChinesehighschoo
3、lstudents’Englishwriting,endeavorstoinvestigatewhethercorrectinglearners’grammarerrorsinawrittencompositionenablesstudentstoproducefewererrorsinthefollowingwriting,andmoreimportantlytoinvestigatewhetherasignificantdifferencebetweentheeffectsoffocusedan
4、dunfocusedwrittenCFonthegrammaraccuracyexists.Threeresearchquestionsareaddressed:1.DoeswrittenCFhelpChinesehighschoolstudentstobecomemoreaccurateintheuseoftargetstructuresintheprocessofcompletingwrittentasks?2.Isthereadifferencebetweentheeffectoffocuse
5、dwrittenCFandunfocusedwrittenCFatusingthetargetstructuresintheprocessofcompletingwrittentasks?3.Whatarestudents’attitudestowardsthewrittenCFongrammarerrorsinthisexperiment?Thestudyinvolves70selectedstudentsfrom2parallelclassesofahighschoolinHefeiservin
6、gastwoexperimentalgroups,witheachgroup35students.Studentsoffocusedgroupwereprovidedwithfocusedcorrectiononlyaterrorsinvolvingtheinappropriateuseofverbforms,thetargetstructureofthisstudy,whilestudentsfromunfocusedgroupreceivedunfocusedcorrectionnotonlyo
7、ntheinappropriateuseofverbformsbutalsoavarietyofgrammarerrors.Thewholestudylasted10weeksduringwhichallparticipantscompletedapre-test,twoimmediateposttests,adelayedpost-testandreceivedtwofeedbacksonthepre-testandtheimmediatepost-test1.Attheendofthewhole
8、research,aquestionnairewasconductedforalltwoparallelclasses,aimingtoinvestigatestudents’attitudestowardsthewrittenCFongrammarerrors.IIIAfterthetreatmentsandtests,theaccuracyscoresofeachsubjectwerecalculatedandwerecomputedbySPSS(Statisti
