Research On The Effect Of Teacher Feedback In Junior Middle School English Classroom Interaction

Teacher talk has always been the focus of research by second language acquisition researchers.As an important part of teacher talk,teacher feedback is not only an important tool for teacher-student interaction,but also closely related to students’ language input and output.It also plays an important role in students’ cognitive,behavioral and emotional development.However,in junior high school English teaching in China,teachers mainly focus on the realization of teaching objectives and the completion of teaching tasks,but seldom pay attention to the role of their own feedback on classroom interaction.Therefore,based on the interaction hypothesis,scaffolding theory and affective filtering hypothesis,this paper mainly studies the following two questions:(1)What types of feedback do teachers use in junior high school English classroom interaction?(2)What is the effect of different types of teacher feedback on classroom interaction?In this study,four English teachers and their students in four classes were selected as the participants of study.Firstly,four English teachers’ classes(8 periods in total)were observed and recorded by classroom observation.Secondly,questionnaires were sent out to the students of four teachers’ classes.At the end of the study,four teachers and five students were interviewed.And then,the data from classroom observations,interviews and questionnaires were collected and analyzed.Through the research,the author draws the following conclusions:First,junior middle school English teachers mainly use the following three kinds of positive feedback and five kinds of corrective feedback in the classroom.The frequency of positive feedback from high to low is as follows: simple praise,praise with repetition,and praise with comment or extension.And the frequency of corrective feedback from high to low is as follows: recast,doubtful repetition,elicitation,explicit correction and clarification request.Second,different types of teacher feedback have different effects on classroom interaction.In cognition,praise with comment or extension,elicitation and recast have a significant cognitive effect on students.In behavior,positive feedback has the effect of encouraging students to actively participate in classroom interaction.Some corrective feedbacks such as elicitation and recast are better in promoting classroom interaction.In terms of emotion,positive teacher feedback can improve students’ enthusiasm in learning.Corrective feedback can control students’ negative emotions.Teacher feedback plays different roles in students’ cognition,behavior and emotion so as to improve the effect of classroom interaction.By investigating the current situation of teacher feedback and classroom interaction,the author summarizes the main problems existing in classroom interaction between teachers and students,and further explores strategies to improve teacher feedback so as to improve the effectiveness of classroom teaching.