An Investigation And Analysis Of Excellent Teachers’ Feedback From The Perspective Of Speech Act Theory

Teachers’ discourse in English class,serve as a teaching media and a teaching content,is a vital source of language input for students.Teacher feedback,as an important part of teachers’ classroom discourse,can play an extremely important role in improving classroom quality and promoting students’ foreign language learning.Under the background of the requirements and suggestions for teacher feedback in the new curriculum standards of junior high school English,the investigation and research of excellent teacher feedback can provide demonstration and reference.This study uses research techniques of classroom observation,corpus analysis and questionnaire to explore the use of teacher feedback in 12 high-quality English classes,and try to analyze the feedback of teachers from the perspective of speech act theory.Meanwhile,this study conducts questionnaire surveys to some excellent teachers in model junior high school and their students.This study also uses a combination of qualitative and quantitative methods and tries to figure out three questions:(1)what are the types of feedback from excellent English teachers,how often do they use them and what are their characteristics in the middle school English classroom?(2)From the perspective of speech act theory,how is excellent teacher feedback used?(3)What are the attitudes,suggestions and preferences of junior high school students and excellent English teachers towards teacher feedback? The results show that:(1)In junior high school English classroom,excellent English teachers can basically choose and use a variety of feedback methods dialectically and flexibly.Positive affirmative feedback used mostly,the frequency of it reached more than91.9%,and positive negative type,negative positive type and negative negative type used as a supplement,of which the most frequent use of feedback is repetition,review,thank you,inquiry,explanation.(2)Though feedback methods are increasingly diversified,the use of excellent English teacher feedback is unevenly distributed(3)There is no obvious difference between the opinions and attitudes from excellent junior high school English teachers and junior high school students on the feedback language,but there are some differences in the preference of teacher feedback.At the same time,the author also found that even for the excellent English teachers,there are still some problems existed in their use of feedback.This paper also puts forward some suggestions to improve teachers’ feedback,aiming to arise the attention of English teachers to classroom feedback and to provide high-quality feedback for junior high school students’ English learning in limited classroom time,and provide some constructive advice for English teachers in the improvement of feedback strategies and the use of skills.