A Study On Teachers' Responses To Students' Answers In Primary English Classes

In recent years,with the implementation of the new curriculum reform,promoting the performance evaluation was concerned by the education researchers and first-line teachers.The focus from evaluating the results to evaluating the process followed with paying attention to the teachers' responses to students' answer(TRSA)behaviors.What is the “TRSA”? The TRSA is the last part of the four parts which it is “ask questions— waiting for the answer— students answer the question—teacher respond to students” during the class teaching.It's the teacher's feedback on the student's answer.Through the collection and collation of relevant literature,this study found that many researchers and teachers focused on the study of classroom questions,while the research of the TRSA section was not too much.The author based on the analysis of related literature,investigating majority teachers and students in S school in Futian district,Shenzhen city,through classroom observation,questionnaire,interview and other research methods,in order to find out the present situation and the cause of the English teachers' responses to students' answer in the classroom teaching in primary school,and give a related suggestion.This study is conducted in the following parts:The first part is the introduction,which mainly includes the origin of this research,the purpose and significance of this research,the value of academic and applied value,innovation point,the definition of relevant core concepts and the research design.The second part is the literature review and the theoretical basis,the literature review mainly includes the research situation of relevant literature at home and abroad,the concept and connotation of the TRSA,the classifications and functions of the TRSA,and the strategies that the TRSA exists.The theoretical basis mainly includes the theory of dialogue teaching,the theory of teacher-student interaction,the suggestopedia and the reinforcement theory.The third part is the research status.Through the implementation of classroom observation,questionnaire and interview,the current situation of teachers' responses to students' answer behaviors in English classroom teaching in primary school was obtained,such as the weak consciousness of teachers' TRSA,the frequency of diagnostic and motivational responses were too high,and other responses were less show-off,the simple affirmation,mechanical repetition,low-efficiency praise,resulting in poor response in class.The fourth part is the result analysis and the summary,which mainly includes the analysis of the investigation results,the cause's analysis,and the related Suggestions.The investigation result mainly including the large numbers but uneven distribution of the TRSA,the monotonous and mechanical language of the TRSA,the “abuse" of praise and a fuzzy TRSA,a float to the surface,the lack of depth of guiding,the big differences between novice teachers and experienced teachers in the TRSA.The causes mainly include the weak consciousness of the theory,the language lackness of the TRSA,the lack of pre-class presuppose,the lack of reflection after class and the lack of learning opportunities.According to the above problems,this study gives six Suggestions,including strengthening the consciousness of teachers' TRSA,practice the language of the TRSA,strengthen the depth of the TRSA,completes the presuppose before class,make a reflection after class and the school should organize an opportunity of learning the TRSA.