本文在构建二语教师书面反馈言语功能分析框架的基础上， 探究教师书面反馈的言语功能、 语言形式及其二者的关系。研究发现二语教师的书面反馈体现出四种言语功能: 指示性、 使役性、 表情性和元语言功能，但以指示性功能为主; 教师在书面反馈中会使用一定量的母语; 与二语反馈相比， 母语反馈更关注指示性功能反馈中的写作内容，传达反馈的表情性和元语言功能。研究认为教师应重视反馈的多样化言语功能，增强反馈的交际性和意义协商性; 教师在给予反馈时可以考虑使用母语这一文化心理中介工具来调节反馈过程，丰富反馈类型和言语功能。

Based on the analytic framework for examining the language use and functions of teacher feedback， this paper explores L2 writing teacher written feedback practices by looking at the use of L1 and L2 in written feedback and the speech functions of feedback in L1 and L2． The study finds that EFL teachers tend to use a certain amount of Chinese ( a quarter or so) to give written feedback to L2 essays and the findings indicate four fundamental functions of speech ( referential， directive， expressive and metalinguistic) in teacher written feedback， with referential function being predominant in their feedback practices． It also reveals a significant difference between functions of feedback in L1 and those in L2． Compared with L2 feedback， L1 feedback focuses on the content of students' writing in referential function， expressive and metalinguistic functions， which can stimulate dialogic interaction and negotiation of meaning between teachers and students． Implications and suggestions regarding the use of L1 and how to improve the interactive nature of teacher written feedback are proposed