The Influence Of Teacher Feedback On Classroom Interaction In Junior Middle Schools

English,as one of the most widely used language all over the world,its importance is self-evident.In current China,learning English in the classroom is also the main way for most students.There are many studies about English teaching and learning.Teacher's feedback,as an important part of teacher's talk,has received extensive attention of the domestic and abroad scholars.Domestic researches on teacher's feedback began in the late 1980s,most of which are mainly focused on the feedback in colleges and senior high schools,Comparatively fewer related researches are made in junior high school.As a teacher in junior high school,the writer selected the teacher's feedback in junior high school as her research object.Based on the related theories,this thesis investigates and studies the current situation of teacher's feedback in English classroom of junior high school and the influence of teacher's feedback on classroom interaction by classroom observation and recording as well as questionnaires,expecting to get some implications and suggestions on how to promote the classroom interaction and students' English acquisition by teacher's feedback.According to the study,the main findings are as follows:First,the students and teachers in junior high school bring into correspondence with the influence of teacher feedback,that is teacher feedback have influence on classroom interaction.While the preferences to teacher feedback are different between teacher's and student's.There are differences in their preference to teacher feedback,teachers adopt simple prize and repeat usually,students prefer to comments from their teachers.Second,positive feedback is widely used in genuine classroom setting.With this trend,teachers' individual usage of positive feedback is also higher than the other two types.Third,there are explicit and recessive influences of teacher feedback on classroom interaction,the explicit influence can be seen by students' classroom behavior and showed mainly through promoting students to comprehend and master the information.Take an active part in classroom activities,produce more thinking and output.While recessive influences work on students' psychological feelings,especially refer to students' learning motivation and interests,students,confidence and nervous.Some meaningful implications are drawn based on the present findings:Firstly,teachers should be well aware of the importance of teachers' feedback in English classroom.Secondly,attention should be paid to improve teachers' professional quality.Thirdly,teachers should explore students' preference on feedback and meet their needs.The last but not least,teachers should reflect on their own verbal feedback by some methods,for example,action research method.