Research On Classroom English Teacher’s Classroom Feedback Language Under The Concept Of Dialogue Teaching

English teaching has its unique disciplinary nature.Teacher talk is not only the means of teaching but also the target language of students’ English acquisition.Therefore,in the study of English classroom teaching,researchers pay more attention to teachers’ classroom discourse than to teachers’ teaching behavior.Teachers’ classroom feedback plays an extremely important role in teachers’ classroom discourse.Teachers’ classroom feedback has the functions of demonstration,diagnosis,evaluation,correction,guidance,maintaining classroom interaction and providing emotional support.Teachers’ classroom feedback has great research value.Starting with the elaboration of the basic connotation of dialogue teaching concept,this paper explores the relationship between dialogue teaching concept and classroom feedback of primary school English teachers,investigates the current situation of classroom feedback of primary school English teachers guided by dialogue teaching concept,and analyses the positive aspects,existing problems and existing problems of classroom feedback of primary school English teachers under the concept of dialogue teaching.In the end,this paper puts forward some strategies to improve the use of classroom feedback of primary school English teachers under the concept of dialogue teaching,which can provide a reference for the use of classroom feedback of primary school English teachers at the theoretical and practical levels.This paper consists of four parts.The first part is an introduction,which includes five parts.Firstly,the reasons for choosing the topic are as follows: the characteristics of English subject,the deepening of classroom teaching reform and the enhancement of classroom culture.The second is literature review,which mainly focuses on the research context of dialogue teaching concepts and classroom feedback of English teachers at home and abroad,and makes corresponding comments and comments,drawing lessons from existing research experience,while excavating new research space,so as to determine the logical starting point of this study.The third is to explain the purpose and practical significance of this study.Fourthly,it explains the research methods and ideas,mainly using literature research,observation and interviews.Fifthly,it defines the core concepts of dialogue teaching,teacher feedback and classroom feedback of primary school English teachers.The second part mainly discusses the theoretical support of primary school Englishteachers’ use of classroom feedback under the concept of dialogue teaching from four aspects.One is to clarify the basic connotation of dialogue teaching idea through literature research,that is,to construct democratic and equal teacher-student relationship,to create an open dialogue teaching situation,to promote the meaning generation of the teaching process and to cultivate people with dialogue spirit.The second is to explain the theoretical basis of primary school English teachers’ classroom feedback under the concept of dialogue teaching,that is,dialogue philosophy,discourse analysis theory and interaction theory.The third is to explore the internal relationship between the concept of dialogue teaching and the use of classroom feedback by primary school English teachers.Fourthly,it elaborates the basic requirements of primary school English teachers’ classroom feedback under the concept of dialogue teaching from four aspects: the inclusiveness of teacher feedback,the diversity of teacher feedback,the generation of teacher feedback and the comprehensiveness of teacher feedback.The third part is a survey of primary school English teachers’ use of classroom feedback under the concept of dialogue teaching.One is the explanation of the survey design,which mainly includes the design of classroom observation of primary school English teachers’ use of classroom feedback and the design of teacher interviews.The second is to introduce the selected survey objects and the basic situation of the survey schools.Thirdly,classroom observation and teacher interviews are used to analyze the current situation of primary school English teachers’ classroom feedback using specific cases and research data.Fourth,the positive aspects of primary school English teachers’ use of classroom feedback,that is,teachers have a better understanding of the importance of classroom feedback,pay attention to the use of implicit negative feedback,pay attention to the diversity of teachers’ classroom feedback functions,pay attention to the timeliness of teachers’ use of classroom feedback,and pay attention to the gender balance of teachers’ classroom feedback.Fifthly,it is found that there are four problems in primary school English teachers’ use of classroom feedback: neglecting the use of provocative positive feedback,neglecting the use of explicit negative teachers’ classroom feedback,neglecting questioning based on teaching objectives and neglecting the differences in teachers’ use of classroom feedback.Sixth,the reasons for the problems in the use of classroom feedback by primary school English teachers are analyzed.Teachers do not have a deep understanding of the concept of dialogue teaching,lack of knowledge about classroom feedback,over-presupposition of classroom teaching objectives by teachers,lack of understanding and communication between teachers and students,and the single type of classroom feedback by teachers.The fourth part is the suggestions to improve the use of classroom feedback by primary school English teachers under the concept of dialogue teaching.The first is to enhance teachers’ ability to use feedback from three aspects: deepening teachers’ knowledge of classroom use offeedback,strengthening teachers’ training in classroom use of feedback and promoting teachers’ reflection on classroom use of feedback.Secondly,by controlling teaching presupposition and promoting content generation,understanding students’ answers and in-depth questioning,and establishing links between English subject knowledge,it is suggested that primary school English teachers pay attention to the questioning of teaching content generation.Thirdly,it emphasizes that teachers should respect students’ differences and enhance the pertinence of teachers’ classroom feedback by understanding students’ personality characteristics and learning ability.Fourthly,it gives suggestions on how to optimize the use of teacher’s feedback from the use of various types of teacher’s classroom feedback.