A Comparative Study Of Teachers’ Classroom Feedback Between Expert And Novice Teachers In English Classes Of Senior High School

As a crucial part of teachers’ talk,teachers’ classroom feedback plays an important role in classroom teaching.However,the domestic research on teachers’ classroom feedback mainly focuses on its characteristics and functions.The research on the current situation of the use of teachers’ classroom feedback is insufficient,and the comparative study on teachers’ classroom feedback between novice teachers and expert teachers is even less.It can be seen that it is of great significance to study teachers’ classroom feedback in senior high school English classroom for teachers’ development.The purpose of this paper is to help teachers understand the situation of the use of teachers’ classroom feedback in senior high school English classes and the differences between expert teachers and novice teachers in the process of applying teachers’ classroom feedback through a comparative study between expert teachers and novice teachers.This paper intends to make a detailed discussion and comparison of the teachers’ classroom feedback between expert teachers and novice teachers in senior high schools,to analyze the similarities and differences through teachers’ questionnaire,classroom observation and classroom video recording and to find out the reasons causing the differences through teachers’ interviews in order to improve the teachers’ classroom feedback of English teachers in senior high schools and promote theprofessional development of novice teachers.Based on the theories of Krashen’s comprehensible input hypothesis,Swain’s comprehensible output hypothesis and Long’s interactive hypothesis,this paper attempts to answer the following questions: The first one is what are the similarities and differences of teachers’ classroom feedback between expert teachers and novice teachers in English classes of senior high school? The second one is what are the main reasons that cause different teachers’ classroom feedback between novice teachers and expert teachers? This paper conducts a questionnaire survey among 160 senior high school English teachers in Chifeng City and chooses two expert teachers and two novice teachers from Chifeng No.2 Senior Middle School as the observation subjects.By using SPSS to analyze the data after the investigation,the author draws the following conclusions:Firstly,both novice teachers and expert teachers can use different teachers’ classroom feedback in English class,among which content feedback is the most used and positive feedback is the most used of content feedback;Secondly,novice teachers and expert teachers can use different teachers’ classroom feedback in different types of class.The proportion of teachers’ classroom feedback using in different types of class seems to be similar.Thirdly,expert teachers use more feedback than novice teachers.Fourthly,the two types of teachers use different types of feedback in class.Fifthly,the reasons causing differences mainly includeknowledge of teaching materials,knowledge of students,knowledge of teachers’ classroom feedback,ways of reflection after class,different teaching aims,different groups of students and different teaching ideas.Finally,the author puts forward some suggestions for future teaching and further research.