A Survey On The Types And Scaffolding Functions Of Expert Teachers' Feedback In Senior High School English Classroom

Teachers? classroom discourse reflects the essence of language,and the process of teaching is the process of interpersonal communication.Besides,the New English Curriculum Standards proposes that English teaching should be student-centered.Therefore,as the link between teachers and students,teachers? feedback has gradually attracted the attention of teachers and researchers.However,most of the current research are still on the theoretical level and mostly focus on the college classrooms.In the English classroom teaching,especially in the middle school teaching practice,most teachers still lack the awareness to provide effective teachers? feedback and lack the attention to the scaffolding functions of teachers feedback.Therefore,this study aims to enlighten the majority of English teachers? understanding of classroom feedback through the study of classroom feedback and its scaffolding functions of expert teachers,so as to improve the quality of English classroom.Four expert English teachers from the Affiliated Middle School to Inner Mongolia Normal University in Hohhot were selected as research participants.Through classroom observation and recording of English classes in senior high school,as well as transcriptions of classroom examples,this paper analyzes the teacher?s feedback of 16 classes in total,aiming to understand the current situation of teachers? feedback in senior high school English class,including the types and their scaffolding functions of the feedback.Then,questionnaires are distributed to four classes of four expert teachers,and semi-structured interviews are conducted,aiming to understand the perspectives of expert teachers and students towards different types of classroom feedback and their scaffolding functions.Specifically,the research questions mainly include the followings:(1)What is the current situation of expert teachers? feedback in senior high school English class?(2)What are students? and expert teachers? perspectives toward different types of feedback and their scaffolding functions ?This study shows: Firstly,in senior high school English classes,expert teachers use a variety of feedback flexibly,and the feedback types are mainly simple feedback and repetition.Secondly,teachers? feedback has linguistic,cognitive and affective scaffolding functions.Although each scaffolding has different functions,they can together promote the language acquisition of students.Thirdly,both expert teachers and students believe that classroom feedback plays an important role in students? language acquisition.Expert teachers pay attention to giving different feedback to different students.Moreover,expert teachers pay attention to giving different feedback according to different students and can make full use of the scaffolding functions of teachers? feedback to promote the development of students,and students prefer specific and indirect feedback.Classroom interaction is a process that includes many factors,such as teachers,students and class,and it is relatively complex.This study mainly explores the scaffolding functions of teachers? feedback from the perspectives of teachers,but it does not explain how teachers? feedback promote students? cognition,language and emotion development.After observing the real English classroom in senior high school,this study reveals the types and their scaffolding functions of expert teachers? feedback and provides some suggestions for new teachers and others to effectively use feedback to promote students? second language acquisition.