| Teachers’ classroom discourse comes from teachers’ effective means to maintain classroom order and arrange classroom activities.Teachers’ feedback,an important part of teacher discourse,is teachers’ response to students’ classroom responses.Effective teachers’ feedback is not only an input to students’ learning,but also can promote students’ language output in the process of communication.Inappropriate teachers’ feedback will have a great impact on students’ learning.Students’ learning enthusiasm and attitude will also be affected if teachers’ feedback is not very proper,so it has an irreplaceable role in English classroom teaching.Based on the importance of the teacher’s classroom feedback,this study mainly solves the following problems:1.What is the overall use of teacher A’s Classroom feedback in junior high school English teaching?2.What is the effect of different feedback on students’ target language output?3.What are the teacher’s and students’ preferences for feedback?In this paper,it mainly uses the text analysis method of classroom observation and transcribing and takes questionnaires and interviews as auxiliary methods,a junior middle school English teacher A is selected as the research subject,and qualitative research and descriptive analysis are made on her 10 English classes.Referring to the classification of teacher feedback by Zhao Changyou(2008)and Pan Cunbing,and combining with the needs of this study,this paper uses positive feedback and negative feedback classification methods for research,and divides positive feedback and negative feedback into four types respectively,and records the actual situation of various teacher feedback according to this classification.First of all,through classroom recording and transcribing,this paper summarizes the overall use of teacher feedback in the classroom,and discusses the characteristics and current use of the type distribution of English teacher feedback in theory and practice.Secondly,by interviewing students and combining the results of classroom observation,this paper makes statistics on the target language output caused by different types of feedback,and explains the influence of different types of feedback on students’ learning emotion based on the theories of affective factors in second language acquisition,Krashen’s input and affective filtering hypothesis and interaction theory.Finally,by issuing questionnaires to students and interviewingteachers,the preferences of the teacher and students for the teacher’s feedback are summarized to understand the actual classroom effect.After investigation,this paper draws following conclusions: with the vigorous development of curriculum reform,This English teacher has understood the important role of feedback in the process of classroom teaching,but the actual use of feedback strategies is still relatively single;the teacher’s classroom feedback has both positive and negative effects on students’ emotions;Some effective and appropriate classroom feedback can increase the teacher-students classroom interaction,and improve the quality and quantity of students’ target language output;teachers and students have preferences for different feedback forms,and different students have different preferences for feedback.In short,after the investigation and analysis of the research subject,it can be summarized that the current teacher’s classroom feedback has changed a lot,and there are many gratifying phenomena,but at the same time,there are still many unsatisfactory points.The conclusion of this paper can provide some usable suggestions for the English teacher,,so that the teacher pay more attention to the use of classroom feedback,understand the actual needs of students,and improve the quality of feedback to promote students’ English learning. |
PDF Full Text Request