A Comparative Study Of Teacher Feedback Between NS And NNS Teachers In Senior High School English Classroom

Teacher feedback,as an important part of teacher talk,is an indispensable link of the interaction between teachers and students that is not only a crucial method of teaching and communication of teachers,but also an important source of language input and output of students.Since the reform and opening up,more and more NS（native speaker）English teachers have been teaching in China.Nowadays,NS（native speaker）and NNS（non-native speaker）have become two groups of English teachers in senior high schools.Although,there are some researches on teacher feedback at home and abroad,few focus on the comparative study of teacher feedback between NS and NNS teachers in senior high school.Therefore,the thesis selects six teachers（three NS and three NNS teachers）and308 students as research participant in order to explore the differences in quantity,frequency and types of teacher feedback and the different effects on students’oral output initiated by teacher feedback between NS and NNS teachers.In addition,it also investigates teachers’and students’attitudes and preferences toward teacher feedback.The data collected from classroom observation,recordings and transcription,questionnaire and interview are analyzed through software SPSS 23.0.There are four findings as follows:（1）The quantity and frequency of teacher feedback of NS teachers are more than those of NNS teachers.NS teachers adopted more positive feedback（PF）,while NNS adopt more negative feedback（NF）.Simple praise with remarks and expansion（PF）and recast（NF）are most frequently us_Ie_IId by NS teachers,while simple praise（PF）and elicitation（NF）most frequently used by NNS teachers.（2）Students’oral output initiated by teacher feedback is closely related to frequency and types of teacher feedback.From the data,the quantity of students’oral output initiated by positive feedback is more than that initiated by negative feedback.The maximum quantity of students’oral output is initiated by simple praise with remarks and expansion（PF）and elicitation（NF）given by NS teachers.The maximum quantity of students’oral output is initiated by simple praise with repetition（PF）and elicitation（NF）given by NNS teachers.（3）Students eager to obtain teacher feedback,especially positive feedback.When their answers are incorrect,they hope teachers can give elicitation to guide them correct mistakes rather than explicit correction.（4）teachers have realized the importance of teacher feedback,but teaching style has effect on teacher feedback.The thesis proposes some pedagogical suggestions for NS and NNS teachers to enhance the effectiveness of teacher feedback:In classroom teaching,teachers especially NS teachers need to increase the quantity of teacher feedback in order to play its role.Teachers can adopt more types of teacher feedback flexibly to enhance students’oral output.Teachers are supposed to realize the preferences of students in order to satisfy their needs.