A Study On Classroom Feedback Of Junior High School English Novice Teachers

As an important part of classroom teaching,teacher talk plays an important role in second language acquisition.And teacher feedback as an important part of teacher talk,which is not only a tool of interaction between teachers and students,but also closely related to the development of students’ language,cognition and affective.However,in junior high school English teaching in China,teachers pay little attention to the Scaffolding function of feedback.Based on above,this thesis focuses on the following two research questions which mainly based on the Scaffolding Theory,as well as Input Hypothesis and Output Hypothesis and Interaction Theory:(1)What Scaffolding functions do junior middle school English novice teachers’ classroom feedback have on students’ s language,emotional and cognitive development?(2)How do teachers and students evaluate on the Scaffolding function of classroom feedback of novice teachers?This thesis chooses three novice English teachers and their classes as research objects.First of all,three novice teachers’ classes(15 classes in total)are observed and recorded with the method of classroom observation.Secondly,the author gives out questionnaires to students in the class.At the end,the author conducts a semi-open interview among three teachers.By using SPSS 23.0 to analyze the questionnaire and Nvivo 12 to analyze teachers’ classroom discourses,the author draws the following conclusions.First,the classroom feedback of novice teachers has function of linguistic Scaffolding,cognitive Scaffolding and affective Scaffolding in Scaffolding function.Whether in listening-speaking class,reading class or writing class,three Scaffolding functions are all reflected,among which the function of linguistic Scaffolding is the largest.In addition,from the perspective of teachers,the feedback of three teacherscan also reflect the above three kinds of Scaffolding functions,among which linguistic Scaffolding is the most important.Second,students affirm the Scaffolding function of classroom feedback of novice teachers.Students believe that teacher feedback can help them in language,cognition and emotion,that is,feedback has the functions of linguistic Scaffolding,cognitive Scaffolding and affective Scaffolding.The teachers also recognize the Scaffolding function of feedback and believe that it can promote the development of students.Through the research on the Scaffolding function of feedback,the author analyzes and summarizes problems of feedback Scaffolding,further explores strategies for improvement,and gives greater help to students in terms of language,cognition and emotion.