在高中英语教学中，写作教学占据着重要地位，教师给予的纠正性反馈更是其中不可或缺的因素。英语写作教学中纠正性反馈是否有效以及不同类型的纠正性反馈的有效性是否存在差异等问题一直是中外学者讨论的话题，与之相关的诸多实验都未得出确切且一致的结论。近年来，不少学者为了解决这些争议，开展了不同理论视角下纠正性反馈的相关研究。本研究所关注的最近发展区理论起源于心理学领域，后被广泛应用于教育教学领域。在教学层面，该理论指出，在教学实践中应根据不同个体不同阶段的“最近发展区”进行教学，为其搭建学习支架，帮助其取得进步。本研究为基于最近发展区理论，以《普通高中课程标准（2017年版2020年修订）》中对高中英语教学目标的要求为参考，结合中国高中英语写作教学背景，试图探究一种该反馈形式对于高中生英语写作能力产生的影响。

本研究采取个案研究法，试图回答两个研究问题：（1）基于最近发展区理论的纠正性反馈对高中生英语写作能力有何影响？（2）基于最近发展区理论的纠正性反馈对不同英语水平高中生的英语写作能力产生的影响有无差异？如果有，是什么差异？通过目的性抽样，研究者选取了四川省某中学高一年级同一班级的6名男性被试者，被编码为S1至 S6，6名被试者两人一组，同组的两名被试者的写作水平处于同一等级。在研究进行过程中，研究者定期开展写作反馈训练，严格遵循 Lantolf (1994) 的13步监管标尺，为其中三名被试提供基于最近发展区理论的纠正性反馈，为另外三名被试提供传统的书面纠正性反馈。通过五次写作反馈培训，研究者共收集到6名被试各自的6篇习作和每次写作反馈训练后撰写的反思日志。通过对所收集的习作数据进行整体性评价和客观性评价，并结合反思日志分析被试英语写作能力的变化。结果发现，基于最近发展区理论的纠正性反馈能够有效提升高中生的英语写作能力，表现为写作准确性和流利性明显提升，但写作复杂性未见明显变化。并且，对提升不同水平被试的写作能力，该种反馈的有效性存在差异，对写作中等和低等水平的被试的提升效果更为明显。

基于此研究，研究者进一步分析了基于最近发展区理论的纠正性反馈对于提升不同水平被试的英语写作能力的有效性以及其有效性存在差异的原因，并就如何更有效地在高中英语课堂使用该种反馈形式提供了参考和建议。

Writing teaching occupies an important position in English teaching at high schools, in which corrective feedback given by teachers is an indispensable factor in the writing teaching. The effectiveness of corrective feedback have always been the topic of discussion among  Chinese and foreign scholars, and many related experiments have not reached consistent conclusions. In recent years, in order to solve these disputes, many scholars have carried out relevant research on corrective feedback from different theoretical perspectives. The ZPD theory, which is concerned in this study, originated in the field of psychology and has been widely used in the field of education and teaching. It points out that in teaching practice, teaching should be carried out according to the Zone of proximal development of different stages of different individuals, and scaffolds should be built to help students make progress. Therefore, based on the ZPD theory, combined with the background of English writing teaching in Chinese high schools and the requirements of the General High School Curriculum Standards (2017 Edition 2020 Revision), this study attempts to explore the impact of a relatively new form of feedback on the English writing ability of high school students.

This study, a case study, attempts to answer two research questions: (1) How does corrective feedback based on recently developed zone theories affect high school students’ English writing ability? (2) Is there any difference in the impact of corrective feedback based on the ZPD theory on the English writing ability of high school students with different English levels? If so, what is the difference? Through targeted sampling, the researchers selected 6 male participants from the same class in the first year of a middle school. They are encoded as S1 through S6, respectively. The 6 participants were in pairs, and the two participants in the same group were at the same level of writing. During the study, the researchers conducted strictly following the 13-step regulatory scale made by Lantolf (1994) and provide corrective feedback for three of the participants, and the other three participants receive traditional written corrective feedback. Through five writing feedback training the researchers collected six assignments from each participant and their reflection logs written after each writing feedback training. In this study, the changes in the English writing ability of the participants were analyzed by evaluating the overall and objective evaluation of writing samples and combined with the coded reflection logs. The results show that corrective feedback based on the ZPD theory can effectively improve the English writing ability of senior high students, which is reflected in the significant improvement of writing accuracy and fluency, but there is no significant change in writing complexity. Moreover, there are differences in the effectiveness of this feedback in improving the writing ability of subjects at different levels, and the improvement effect is more obvious for the students with medium and low writing levels.

Based on this study, the researcher further analyzed the effectiveness of corrective feedback based on ZPD theory and the reasons for different effects on participants at different levels. In addition, this essay provides references and suggestions on how to use this form of feedback more effectively in high school English classes in the future.