Investigation On The Feedback Of Business English Teachers In Secondary Vocational School

Classroom teaching feedback is an essential part in the interaction between teachers and students and an indispensable joint in the whole teaching process.It can facilitate both“teacher’s teaching” and “students’ learning”.To fulfill the function of classroom feedback completely,facilitate good teacher-student classroom interaction and learning,and build a more effective classroom,secondary vocational business English teachers should attach importance to classroom teaching feedback.This research is instructed by output hypothesis theory,constructivism theory,and speech act theory.It conducted a questionnaire survey on 280 business English majors from four national key secondary vocational schools A,B,C,and D in Sichuan Province.Interviews were conducted with 6 business English teachers from School A,among which 4business English teachers were observed in class.Combined with students’ questionnaires,teachers’ interviews and classroom observations,a survey is made on the feedback status of of business English teachers’ classroom teaching feedback in secondary vocational schools from four dimensions: the subject of feedback,the content of feedback,the way of feedback,and the timing of feedback.Vocational Business English teacher’s classroom teaching feedback has a positive effect on secondary vocational students.The specific performance is:1.It can improve learner’s performance;2.It can strengthen the correct output of learner’s language.At the same time,through investigation and research,it has been discovered that the classroom teaching feedback of secondary vocational business English teachers still has the following problems: 1.Simple feedback occupies too much classroom;2.The timing of feedback is not mature enough;3.Class feedback lacks purpose;4.Feedback timeliness is not long enough;5.Feedback error correction language lacks tact.In response to the problems that turn up,the reasons for the problems are analyzed from two aspects: teachers and students.From the aspect of teacher,teacher did not take the characteristics of inferiority complex,attachment to information technology,and weak problem-solving ability of secondary vocational students into account.Secondly,teachers’ feed-forward and feed-back work is not in place.Additionally,teachers’ understanding and practice of business English teaching are not in place,and the combination of understanding and practice of effective feedback is not close enough.The second is the student aspect.Students “selectively” treat teachers’ feedback and students’ feedback awareness is weak.Taking the problems and reasons in the feedback of business English teachers in secondary vocational schools into consideration,the following recommendations are provided to facilitate the feedback in classroom teaching of business English teachers in secondary vocational schools: 1.Construct a feedback system for secondary vocational students;2.Let teacher’s feedback integrate with informatization and multi-modal resource;3.Closely combine knowledge with practice;4.Change the attitude of teachers to feedback;5.Give full play to the advantages of feedback language.