A Comparative Study On Teacher’s Feedback In Reading Classes Between Expert And Novice Teachers In Senior High Schools

Teacher’s Feedback, as a significant aspect of teacher talk, is of crucial importance in actual teaching efforts. Particularly, in the reading class, teacher’s feedback works as a bridge of I-R-F model to exchanging information in classroom negotiation and interaction. Additionally, the knowledge and awareness of teacher’s feedback in senior high school are still insufficient on account for the lack of enough domestic researches, let alone effective application of teacher’s feedback in different class types. Therefore, the study of teacher’s feedback in reading class is has great realistic meaning.For the above reasons, the purpose of this research is to explore the features of teacher’s feedback in English reading classes in senior high schools by comparing two kinds of teachers, expert teachers and novice teachers. Aiming at presenting a detailed discussion and comparison on the features between expert and novice English teacher’s feedback in reading classes, this research enumerates the similarities and differences of expert and novice teacher’s feedback in order to meet the needs for the improvement of feedback and the professional development of novice teachers.Taking Input Hypothesis and Interaction Hypothesis as the theory base, this research is attempted to answer mainly two research questions:(1) What are the similarities and differences on the amount of English teacher’s feedback in reading classes between expert and novice teachers in senior high schools?(2) What are the similarities and differences on the types of English teacher’s feedback in reading classes between expert and novice teachers in senior high schools?This research distributed 160 questionnaires to the teachers in high schools from Jinlin province and selected three expert teachers and three novice teachers from three provincial key senior high schools in Jilin province as the research subjects. Through collection and analysis of the research data from the classroom observation with MP3-recorded, questionnaire, and follow-up interviews and tested by SPSS, it is found that there are distinct features in the attitudes and reflections of teacher’s feedback, and similarities and differences in aspects of amount and types of feedback between expert and novice teachers. Through more detailed investigation and analysis, the researcher achieved a more profound understanding of the features, similarities and differences of teacher’s feedback between expert and novice teachers.