| Teacher feedback is the link of T-S interaction,which closely affects students’ language input and output,and plays an important role in the development of students’ behavior,cognition and emotion.Classroom teaching is essentially a process of T-S interaction.Adopting an empirical analysis of the relationship between T-S interaction and teacher feedback can not only promote teachers’ awareness of T-S interaction and enhance the efficiency of teacher feedback and T-S interaction,but also effectively stimulate students’ enthusiasm and initiative in learning,and improve students’ ability and level of language output.This study adopts a mixed quantitative and qualitative research method.Taking204 students from Grade 8 of T Middle School in Nanchang City,Jiangxi Province as the subjects,this paper investigates the feedback situation of English class from five dimensions,including feedback efficiency,feedback function,quality feedback,feedback basis and feedback content.The T-S interaction in English class was investigated from three dimensions of behavioral interaction,cognitive interaction and emotional interaction,and the correlation between teacher feedback and T-S interaction was analyzed according to the survey results.In order to further support the results of the questionnaire,the classroom observation method and teacher interview method were adopted in this research.Thirty periods of class were selected,and detailed observations were made from three aspects: behavioral interaction,cognitive interaction and emotion interaction between students and teachers.Finally,three teachers were interviewed about their cognition of teachers’ feedback,the frequency of feedback,the basis of feedback and the way of feedback.It is found that most students have certain cognition and expectation for the function,intention and way of teacher feedback.For the feedback content of teachers,they are more inclined to accept positive feedback based on their task performance.Compared with the teacher feedback function,they pay more attention to the error correction function of the teacher feedback.In terms of teachers’ feedback methods,they prefer language feedback.Teachers have a clear understanding and practical application of feedback theory in classroom interaction between teachers and students.Teacher feedback is closely related to T-S interaction.Among them,teacher feedback efficacy,feedback basis and feedback content have the most significant correlation with T-S behavior interaction,and are also highly correlated with cognitive interaction and emotion interaction.In the course of daily classroom teaching,teachers should pay attention to the role of feedback.Teachers’ feedback should be timely and specific,so as to facilitate the next step of teaching.In the T-S interaction,teachers should make good use of positive feedback,which is conducive to improving students’ behavior and can stimulate students’ enthusiasm for learning.At the same time,teachers need to be more patient in providing feedback in T-S interaction.The growth and development of students is a process.Teachers need to properly wait for the growth of learners in the T-S interaction and provide time for learners to think and practice in the teaching. |
