An Investigative Study On Teachers' Feedback In Junior High School English Class

As the language carrier of classroom teaching and the goal of students' learning,teachers' feedback occupies an important position in classroom interaction.However,it is not highly paid attention by domestic scholars until the end of 1980 s.Most studies on teachers' feedback are proceeded only in universities and senior high schools but studies on teacher's feedback are not adequate in junior high schools.Therefore,this study on teachers' feedback in junior high school is of actual significance.The thesis aims to research the following questions:1.What is the utilization of the types of teachers' feedback in junior high school English class?2.What are teachers' attitude and preference when they do the feedback?3.What attitude and preference do students have towards teachers' feedback?The investigation was carried on in a junior high school in Zibo,Shandong Province,20 English teachers and 300 students were randomly chosen as research participants.The data was collected through classroom observation,questionnaire and interview.The result of the study can be concluded as followings: Firstly,in the current English teaching of junior high school,teachers have realized the significance of complex feedback gradually.Teachers use simple positive feedback,repetition feedback and simple positive-repetition feedback more often than comfort/encouragement feedback and comfort/encouragement-guidance feedback.The ways of error correction are mostly of guidance.Secondly,teachers and most students hold that teachers' feedback plays an important role in English classroom teaching and students' learning.Finally,teachers and students' preference for teachers' feedback are discrepant.Effective teachers' feedback can arouse students' interest,stimulate their motivation and maintain active classroom interaction.The investigation inspires teachers to recognize the important functions of teachers' feedback in classroom teaching,improve various types of feedback and use them flexibly.It focuses more on the utilization of comfort/encouragement feedback and comfort/encouragement-guidance feedback,understand and meet demands and preference of students for teachers' feedback and employ action research method to reflect on their feedback so as to improve the quality of teachers' feedback.