The Research On The Influences Of Teacher's Feedback On Students' Participation In Senior High School English Class

The English Curriculum Standard for Senior High School(2017)advocates that English teachers cultivate students' English key competence in daily teaching,actively practice the concept of English learning activities and improve students' language ability.With the advancement and deepening of the new curriculum reform,more and more attention has been paid to the students' comprehensive use of English,which also means a higher demand for teachers' classroom discourse.Teacher's feedback,as an important part of teacher's discourse,is not only a significant factor affecting students' English learning efficiency,but also an important link of communication between teachers and students.In English class,appropriate teacher's feedback cannot only provide students with a large amount of comprehensible language input,but also promote students' language output through classroom interaction.However,most domestic researches on teacher's feedback focused on university,while the research on teacher's feedback in middle school is not enough.Therefore,the author believes it is of theoretical and practical significance to make a thorough and detailed investigation on teacher's feedback in high school English classroom interaction.In this thesis,teacher's feedback in high school English classroom teaching is studied.On the basis of the IRF mode,the Affective Filtering Hypothesis,Comprehensible Input Hypothesis,the Output Hypothesis,and the Interaction Theory,205 students in four classes of a certain senior high school in Suining were investigated and studied through classroom observation,recording,questionnaires as well as interviews,mainly to address the three questions below: 1.What types,numbers and proportions of feedback are used in senior high school English class? 2.What are the attitudes and preferences of teachers and students to teacher's verbal feedback? 3.What are the influences of teacher's verbal feedback on the students' participation in senior high school English class? The author hopes to explore some enlightenment on how to use different strategies of teacher's verbal feedback to improve students' participation in class,and give some suggestions on English teaching.After research,the following are the major findings of this thesis: 1.Both teachers and students have realized the important role of teacher's verbal feedback.Although the frequency of single feedback is still higher than that of mixed feedback in senior high school English classroom teaching,the gap between the two has been obviously reduced.2.Through classroom observation,the author finds that teachers mainly use simple positive feedback,repetition and simple positive feedback plus repetition to affirm students' answers,and elicitation is the main way to correct errors.Positive feedback and elicitation have greatly promoted students' utterance output and improved students' classroom participation.3.Both teachers and students believe that teacher's verbal feedback has an important effect on classroom teaching and promoting students' participation,but through the questionnaires and interviews,it can be seen their preferences for teacher's verbal feedback are obviously different.By analyzing the research results,this thesis puts forward three teaching suggestions for English teachers.First,in practical teaching,teachers should constantlyreflect on the use of feedback and summarize the strategies and skills of efficient feedback.Second,when giving feedback,teachers should be student-centered,fully understand students' preferences and meet the needs of students.Third,teachers should consciously use flexible and diverse feedback strategies to promote students' output and classroom interaction.