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This chapter reviews some main studies in the related field, which is made upof three main parts in all. This chapter begins with the introduction of feedback. Inaddition, it expands to the definition, function and classification of feedback. Thesecond part reviews corrective feedback, which contains the definition ofcorrective feedback; the theoretical bases of corrective feedback; the classificationof corrective feedback and the application of corrective feedback in teaching highschool English writing. The last section demonstrates related studies of correctivefeedback abroad and at home.

2.1 Feedback
Kulhavy (1997) defined feedback as “it is a process that we can judgewhether the learners’ reactions to teaching is right.” Ur (1996) thought that“feedback is the information that returned for one certain assignment, which aimsto improve and increase the grades of the students.” Ellis (1994) regardedfeedback as a term for “information given to learners which they can use to revisetheir interlanguage”. The American Heritage Dictionary (2006) explainedfeedback as “the return of a portion of the output of a process or system to theinput, especially when used to maintain performance or to control a system orprocess.” In the process of writing, the function of feedback cannot be ignored.Keh (1990) pointed out that feedback was one of the essential factors in theprocess of writing teaching. Feedback presents different forms in practice, forexample, after answering the questions, teachers comment them “right or verygood”; teachers frown at students’ grammatical errors or testing scores or thecorrection and comments teachers give to the assignments of the students.Feedback can be presented orally or in written form. It can also be vocal orsoundless. The affirmation of the correct parts or the correction of the wrongaspects belongs to the forms of the feedback as well. It can take place betweenteachers and students or among the students.
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2.2 Corrective Feedback
Corrective feedback contains four parts in all: definition of correctivefeedback, theoretical bases of corrective feedback, classification of correctivefeedback and the application of corrective feedback in teaching high schoolEnglish writing.Chaudron (1977) defined corrective feedback as teachers’ responses to theerrors of the students, including correction of students’ mistakes; showingdisagreement to the mistakes or requiring students’ further corrections. Lightbownand Spada (1999) pointed out that corrective feedback was “to help languagelearners realize the target language they use is not correct.” Ellis, Loewen & Erlam(2005) put up more comprehensive understanding of corrective feedback. In theopinion of them, negative feedback constituted corrective feedback. The form offeedback originated from the response and feedback of the errors of the learners.Besides, this kind of response was another kind of the repair of language. Itcontained several meanings at the same time: first, recognized wrong expressions;second, providing the correct form of the target language; third, metalinguisticinformation about the errors.
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Chapter 3 Research Methodology.... 32
3.1 Research Questions ....... 32
3.2 Research Design...... 32
3.3 Procedure..... 37
3.4 Data Collection........ 39
Chapter 4 Results and Discussion.... 40
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