| Under the background of New Curriculum Standard,students’ overall language ability has been paid more and more attention in China.As an important part of classroom interaction,teacher feedback plays a vital role in English teaching.It is generally believed that the teacher feedback is the response to students’ answers given by teachers in English class,which contains praise,correction,suggestions,comments and so on.It aims to help students to express their ideas in correct ways so as to help them to achieve effective communication through interaction.Appropriate teacher feedback can not only provide students with enough comprehensible input and promote the better classroom interaction,but also stimulate students’ interest in English so as to promote their language output in class.However,the previous researches on teacher feedback are not enough in China,especially the empirical researches in middle schools need to be further explored.Therefore,the research on teacher feedback in senior high school English classrooms has theoretical and practical significance.Based on Krashen’s Comprehensible Input Hypothesis,Long’s Interaction Hypothesis and Swain’s Output Hypothesis,this research aims to explore the following two questions: 1)What are the differences of the usage of teacher feedback between novice and expert teachers in senior high English classrooms? 2)What are students’ attitude and preference towards teacher feedback? Two novice teachers and two expert teachers and their 241 students of senior one from Guang’an NO.2 Middle School in Sichuan Province are selected as research subjects.This research adopts the classroom observation and questionnaire to collect the data.The data are analyzed by Excel and SPSS20.0 software.It shows that there is a significant difference on the usage of teacher feedback between novice and expert teachers in senior high school English classrooms.On the amount of teacher feedback,the amount of teacher feedback used by expert teachers is more than that of novice teachers.On the types of teacher feedback,expert teachers often use various types of complex feedback,while novice teachers use fewer types of single feedback.Students think that teacher feedback is very important in English classroom teaching.Most of them like more diverse and specific teacher feedback,instead of just a simple positive feedback.When students make mistakes in their answers,most of them hope that English teachers can give recast or elicitation and encourage them to think questions more seriously.According to the above findings,this research puts forward the following suggestions.Firstly,English teachers should systematically study the relevant theoretical knowledge about teacher feedback.Secondly,English teachers should pay more attention to the diversity of feedback and use various types of feedback flexibly in class.Thirdly,English teachers should know more about students’ attitude and preference towards teacher feedback.At last,English teachers should reflect on their own usage of feedback after class.The author hopes that this research can provide some feasible pedagogical implications for senior high school English teachers,especially novice teachers,so as to optimize their feedback strategies. |
