A Case Study On Teacher Feedback Language Use In Senior High School English Classroom

Teacher discourse plays an important role in classroom interaction,teacher feedback language as a part of it is an indispensable part of classroom teaching practice.Proper teacher feedback language can be an important language input for students.Furthermore,facing the heavy teaching task and limited time,high school English teachers pay more attention to teaching contents and objectives,but less attention to the use of teacher feedback language.A new round of basic education curriculum reform requires teachers to change the traditional education ideas,respect the principal position of students,and take appropriate feedback strategies to guide students to participate actively in class.Under the guidance of Krashen's Comprehensible Input Hypothesis and Affective Filter Hypothesis and Long's Interaction Hypothesis,5 teachers and 248 students of a senior high school in Yingkou were selected as the research subjects.The following issues will be discussed: the current situation of the use of teacher feedback language in senior high school classroom;teachers and students' preferences for teacher feedback language.The results can provide a valuable reference for teachers to use feedback language more appropriately.The study finds: compared to the study of Zhou Junping(2005),the frequency of teacher feedback language has increased in the use of teacher discourse,indicating that the use of teacher feedback language is becoming more students-oriented;positive feedback is used more frequently than the negative feedback,indicating that teachers use teacher feedback language more considerately and pay more attention to students' emotion factors;both teachers and students realize the importance of teacher feedback language,they have similar attitudes towards it,but restrained to the classroom scale,teaching schedule,the expectation of students is not satisfied;there are still some problems in teacher feedback language use,such as using Chinese unadvisedly,and feedback language is too short.Based upon the above analysis,some meaningful inspirations and suggestions will be assumed for improving the efficiency of teacher feedback language use in senior high school.