A Comparative Study On Teachers’ Verbal Feedback In EFL Classrooms Between Novice And Experienced Teachers In Senior High School

As a major part of teacher talk,teacher feedback is not only an important tool for classroom teaching but also one of the crucial factors in language input and output.Thus,teacher feedback is significant to teaching outcome and language acquisition.In 2017,National English Curriculum Standards for Senior High School emphasizes that students should play the main role in class and teachers should cultivate students language competence,which requires English teachers to get rid of the traditional dominant role in classroom,to increase classroom interactions with students,and to improve the quality of language input.At present,scholars at home and abroad have done a lot of research on teacher feedback.However,generally speaking,most of the research questions focus on the classification,characteristics,comparison,constraints and use strategies of teacher feedback.In the field of comparative research,most of the research topics are the comparison between novice teachers and expert teachers.Experienced teachers are a necessary link for novice teachers to grow into expert teachers,but there are relatively few comparative studies on classroom feedback between novice and Experienced teachers.In view of this situation,a comparative study on the feedback of novice and experienced teachers in senior high school has certain theoretical and practical significance.Based on Krashen’s comprehensible input hypothesis,Long’s interaction hypothesis and Swain’s output hypothesis,this thesis takes six teachers from an ordinary high school in Aksu as the research participants,and collects data by classroom observation,questionnaire and interview.This thesis attempts to answer the following three questions:(1)What are the differences between novice and experienced English teachers in senior high school in the types and frequency of classroom feedback?(2)What is the cognitive status of novice and proficient English teachers in senior high school?(3)What is the impact of teachers’ classroom feedback on students’ learning cognition and emotion? The obtained data are analyzed by Excel and SPSS 20.0 software.This thesis aims to study the cognition of novice teachers and experienced teachers on their own feedback,the types and frequency of feedback in reality,and the impact of teacher feedback on students.It is found that novice teachers’ overall cognition of teacher feedback is not as profound as experienced teachers,and their attention needs to be improved;There are significant differences in the use of feedback between novice teachers and experienced teachers.There is no significant difference in the use types of single feedback between the two teachers.However,the types of mixed feedback used by experienced teachers are richer and more diverse than novice teachers;Specifically,the frequency of positive feedback and repetition is the same,but there are obvious differences in the frequency of explicit correction feedback.The frequency of complex feedback of experienced teachers is higher than that of novice teachers;It is found that teacher feedback plays a very important role in English classroom teaching.Appropriate teacher feedback can not only objectively evaluate students’ performance,but also stimulate students’ enthusiasm and encourage them to think more seriously.In addition,this thesis puts forward some teaching suggestions on the application of teacher feedback.Firstly,novice teachers should pay more attention to teachers’ feedback.Secondly,novice teachers should be fully familiar with textbook knowledge,make teaching plans,reserve sufficient time for the use of complex feedback,enrich the use types of feedback as much as possible and improve the use frequency of complex feedback.In addition,novice teachers should pay attention to summarizing the use of experienced teachers’ feedback,learn from them with an open mind,so as to make the feedback better serve teaching,and then transition to experienced teachers.Moreover,in view of the positive role played by teachers’ feedback,both teachers should understand students’ needs,use different feedback according to students’ characteristics,and often make personal reflection,so as to better adjust the use strategy of feedback.