A Study On Teacher Feedback In Senior High School English Classroom

Teacher feedback is of vital importance in classroom teaching.The rational use of teacher feedback helps to stimulate students’ enthusiasm for learning and promote language acquisition,increase the effectiveness of teacher-student interaction,and provide more opportunities for students’ language output.However,the relevant studies on teacher feedback at home and abroad are mostly focused on the definition,classification and function,and there are few researches on the senior high school teacher’s feedback in classroom teaching.Therefore,the author attempts to investigate the real situation of teacher feedback in senior high school.It is hoped to give some enlightenment for the professional development of teachers.Based on the theories of input hypothesis,interaction hypothesis and output hypothesis,the author proposes the following research questions:(1)What are the types and quantities of teacher feedback in senior high school English classroom?(2)What are teachers’ and students’ attitudes towards teacher feedback? In order to answer the two questions,this thesis takes 4 teachers and 210 students from Jiaozuo No.11 Senior High School as the research subjects.Through classroom observation and questionnaire,this thesis aims to investigate the types and quantities of teacher feedback in senior high school classroom teaching and analyze teachers’ and students’ attitudes towards teacher feedback.Consequently,some suggestions and enlightenment can be obtained to improve the quality of teacher feedback as well as classroom teaching.After data analysis,the research results indicate the followings:(1)English teacher feedback accounts for a certain proportion in teacher talk,about 35%-45%.In this thesis,the author divides teacher feedback into two types: single type and complex type.In the use of teacher feedback,the frequency of single feedback is higher than that of complex feedback.In the single feedback,the frequency of positive feedback,repetition and elicitation is higher,while the frequency of elaboration is the least;in the complex feedback,the frequency of positive feedback plus repetition is the highest,by contrast,positive feedback plus restatement and repetition plus comment are the least adopted in class.(2)Both teachers and students believe that teacher feedback plays an important role in improving classroom teaching and promoting students’ learning.However,there are some differences in teachers’ and students’ attitudes towards teacherfeedback.The results of this study can be used as reference for improving the use of English teacher feedback and the quality of classroom teaching.Teachers should fully understand the role of teacher feedback in classroom teaching.Furthermore,they are required to select appropriate feedback in terms of the specific situation to meet students’ preferences and requirements.In the process of using teacher feedback,teachers are supposed to constantly summarize experience and improve their feedback skills,so as to help students better improve their language ability.