A Survey And Study On Teachers' Fedback In English Class Of Junior High School

In junior high schools, English teaching is mainly launched and carried forward by a series of discourses including teacher's initiation, student's response and teacher's follow-up. This research is to study teachers'follow-up-move in English class. Teacher's follow-up-move refers to teacher's verbal and nonverbal feedback on student's response to his questions, including content feedback and form feedback. This essay attempts to investigate teacher's classroom feedback in Middle school. Trough classroom observation, the author records the teacher's classroom feedback and analyzes it, as well as put forward several suggestions for improvement and some effective feedback strategies. By this way, it can promote teachers to reflect their preferences of the use of the feedback and offer some enlightenment for improving the quality of the feedback discourse, so as to enhance the effectiveness of classroom teaching. Based on the classroom observation and interview survey method, the author has analyzed nine periods of English classes from the corpus data, and some fragments of English class by descriptive method. From theory and practice, this paper discusses the features and distribution of teacher's feedback, teachers and students' preferences for feedback, the influences on students'emotion, as well as on students' discourse output and teacher-student interaction.According to the survey, the conclusions can be drawn:Along with the curriculum reform's proceeding, English teachers have come to realize the importance of classroom feedback. Feedback style's diversity enormously increases students'comprehensible input and promotes students' discourse output. Teachers and students have preferences in feedback form. Teachers'feedback in classroom has both positive and negative influences on students' emotion. Some of teachers'feedbacks play a role in promoting students' discourse output and teacher-student interaction. In short, through the investigation and analysis, the author finds out that current teachers'feedback has great changes. There are many encouraging aspects in teachers'feedback, but at the same time much dissatisfaction exists.The full text is divided into five chapters:The first chapter introduces the background, significance, purpose and methods about the origin of the study. The second chapter deals with the research actuality of teachers'feedback and its theories. The third chapter presents a framework of the investigation, which introduces the research purpose, objects, methods and the result. The fourth chapter focuses on the survey of "teachers'feedback" and the analyses of the survey in English teaching. The last chapter is a summary of the full text and the further reflection. At the same time, the author offers several suggestions for improving English teaching.