Teacher's Feedback And Its Effect On Learners' Noticing In Senior High School English Teaching

As a part of teacher's utterance, teacher's feedback plays a crucial role in English class of senior high schools. Many studies confirmed that successful English learning in the classroom related to the effectiveness of teacher's feedback to a large extent. Teacher's feedback may promote the learners'noticing on the inter-language, and thus provide an enabling environment for the output of learners'target language. The present study focuses on the teacher's feedback and learners'noticing in the English class of senior high schools. Most researchers, who are at home or broad, paid attention to the teacher's feedback on the written materials,however, the research on the situation of teacher's feedback in the classroom settings is relatively less. In the study of each function of language output, most researches are on Hypothesis-testing function rather than noticing function. Most of them are related to the written output, rather than oral output. The present study tries to explore the situation of teacher's feedback and the influence on learners'noticing by analyzing the real corpus of senior high English classroom teaching.Based on a survey of the corpus of a real English teaching in high school, this thesis analyzes the present state of the English teachers' feedback by classroom observation and students'questionnaires in the senior high school in China. It refers to the relatives of Lyster & Ranta (1997) and uses six different types of the teacher's feedback. Furthermore, it analyzes the role that the positive feedback plays and the problems that the negative feedback brings about in high school English class. This paper attempts to answer two questions: 1.what are the different types of teacher's feedback in high school English class? 2. How do different types of teacher's feedback affect students'noticing in these classes?After analysis the data, the following results are found: 1. the frequency of teacher's feedback used in the class descending from repetition, elicitation, reformulation, correction explicit, meta-linguistic feedback to clarification for the requests. Among them, repetition is used most frequently, and meta-linguistic feedback needs to be improved. 2. Positive feedback occurs frequently, but the form is too simple; less negative feedback occurs, but indirect negative feedback such as ignorance and interruption exist as well. 3.Teacher's feedback could affect learners'noticing actually in English class of senior high schools; moreover, in different types of teacher's feedback, the way of eliciting could attract students mostly.This study has the following implications: In the process of English teaching in senior high school, teachers should: 1. pay more attention to meta-linguistic feedback and provide efficient positive feedback and negative feedback; 2. extend the waiting time after teacher's feedback, enable students understand the difference between inter-language and target language, and improve their own language problems by themselves.