A Study On English Teachers’ Classroom Feedback And Its Effect On Classroom Interaction In Junior High School

With the continuous development of globalization,the importance of English has become increasingly prominent.Classroom interaction,as an important part of English teaching,can provide an environment for interaction between teachers and students or students and students.As an important part of teacher talk,teacher’s classroom feedback is not only a communication bridge between teachers and students in the process of classroom interaction,but also an important source of input and output of students’ target language.Therefore,in recent years,teachers and researchers have paid more and more attention to the effect of teacher’s classroom feedback on classroom interaction.Based on the literature study,it is found that the research on English teachers’ classroom feedback in China began in the 1980 s.However,most of the early studies separated teachers’ classroom feedback from classroom interaction and most of these studies focused on universities and senior high schools.There are few studies on the effect of teachers’ classroom feedback on classroom interaction in junior high schools.Therefore,in order to investigate the effect of English teachers’ classroom feedback on classroom interaction,this study conducts an in-depthresearch on the basis of the existing research outcomes.Based on Krashen’s comprehensible input hypothesis,Long’s interaction hypothesis and Swain’s comprehensible output hypothesis,this study attempts to investigate and study the effect of English teacher’classroom feedback on classroom interaction in junior high school,and tries to answer the following questions: Firstly,what are the students attitudes to different types of teacher feedback in junior high school English classroom interaction? Secondly,how do different types of teachers provide feedback in junior high school English classroom interaction? Thirdly,what effect do different types of teacher feedback have on junior high school English classroom interaction?In order to answer these research questions,the author combines quantitative with qualitative analysis and collects data through questionnaires,classroom observation and interviews.This study takes four English teachers and their students from X Junior High school in Yulin,Shaanxi province as subjects.The author chooses to observe and record classes of four English teachers in Grade Eight and there are 245 students taking part in the study.The findings of this study are as follows: Firstly,through the analysis of the questionnaire,it is found that most students believe that teacher’s classroom feedback is important for classroom interaction,among which praises with expansion and comments is the most expectedform of feedback for students.Secondly,the two types of teachers,expert teachers and novice teachers,are basically the same in the use of feedback types,but there are great differences between them in the amount of feedback use in classroom interaction.Finally,junior high school English teachers’ classroom feedback has both an explicit and implicit impact on classroom interaction.Explicit influence is mainly manifested in students’ classroom behavior,that is,the use of feedback is proved to have effect on students’ classroom participation and the frequency of class talk-turn in classroom interaction;implicit influence is mainly manifested in the change of students’ psychology,that is,the use of feedback mainly affects students’ learning motivation and self-confidence.Based on the research findings,the author finally puts forward some suggestions on how junior high school English teachers use feedback appropriately to promote the effect of classroom interaction and improve the classroom teaching efficiency eventually:Firstly,junior high school English teachers should use different kinds of positive feedback in classroom teaching,and learn to use the implicit forms of corrective feedback.Secondly,English teachers should use appropriate feedback flexibly in classroom teaching to improve the effect of classroom interaction.Finally,English teachers should constantly improve the efficiency of classroom feedback in classroom teaching,and arrangereasonably the time allocation of classroom interaction and feedback.