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rature Review

The current research mainly concerns the influence of two types of correctivefeedback and two kinds of thinking style on learners in language accuracy in Englishwriting. Guided by the thesis’s objectives and research questions, the related theoriesand studies concerning corrective feedback and thinking style at home and abroadshould be reviewed in this chapter. By going through what the former researchershave done and what they have missed, this chapter will lay a theoretical foundationfor the whole thesis, propping up the subsequent experiment.

2.1 Corrective feedback
It was since 1990s that the term “corrective feedback” began to captureresearchers’ attention abroad, and about at the start of 21st century, it became popularin China. Thereafter it has always been a heated discussed issue for the research scopeof it keeps expanding and the research fruits are constantly producing. This sectionstarts with the introduction to corrective feedback, including its definition and majortypes, and is followed by the related studies abroad and domestically.The term ' corrective feedback'' has recently been imperative part of the foreignlanguage teaching. As its name suggests, corrective feedback “is used to giveinformation on correctness of learner’s utterances and provides them with the correctform of their erroneous production”. (Abdollahzadeh, 2016) However, there has nodefinite definition concerning “corrective feedback” so far, and there are variousresearchers trying to define this term, just name some.
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2.2 Thinking style
Thinking style, pointed out by Sternberg (1997) is “an individual’s predominantpattern of using mental abilities to manage daily tasks.” In the case of L2 learning,language learners are various in thinking styles. Will their different ways of dealingwith L2 learning influence the learning effect? And as for the practice of correctivefeedback provided in English writing, will it mediate the effect of feedback? It is quiteworth studying.It was Sternberg who originally put forward the concept of “thinking style”. It is“a component of intellectual style” (Zhang & Sternberg, 2009). Sternberg believesthat there are different ways in governing a society, and similarly, there are differentways with which people prefer to use their abilities. These pReferences in using one’sabilities are defined, by Sternberg (1997), as “thinking style”.He proposed 13 types of thinking style which can be classified into 5 dimensions,namely, functions (legislative, executive, and judicial), forms (hierarchical, monarchic,oligarchic, and anarchic), levels (global and local), scopes (internal and external), andleanings (liberal and conservative). Basing on these types and dimensions, hecompiled Thinking Style Inventory which is composed of 104 items and every 8 ofthem are used to test one type of thinking style.
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Chapter Three methodology..... 19
3.1 Hypotheses.......... 19
3.2 Subjects....... 19
3.3 Research instruments.......... 21
3.4 Experiment procedures........22
3.4.1 Thinking style investigation.....22
3.4.2 Pretest.......23
3.4.3 Five English writing exercises......... 24
3.4.4 Post-test............25
3.5 Data coding......... 26
3.6 Data Analyzing............27
3.6.1 Data analyzing of Linear-Nonlinear Thinking Style Profile............ 27