An Investigation On The Influence Of Classroom Feedback Of Senior High School English Teachers On Teacher-Student Interaction

In the procedure of English teaching in senior high school,classroom feedback,as an important source of comprehensible language input for second language learners,plays a vital role in students’ language learning.At present,there are relatively few studies on the relationship between teacher feedback and teacher-student interaction at home and abroad.Therefore,from the perspective of teacher feedback,the researcher will investigate the current situation of teacher feedback and teacher-student interaction in senior high school English classroom and the influence of teacher feedback on teacher-student interaction in English classroom,aiming at improving the effectiveness of teacher feedback in senior high school English classroom and promoting teacher-students interaction in English classroom.Based on the Input Hypothesis,the Output Hypothesis and the Interaction Theory,this study takes three English teachers and their students of Grade One in Harbin Nth Middle School as the subjects.The data and language materials of English teachers’ classroom feedback in senior high schools are collected by means of classroom observation,discourse analysis and interview.This paper primarily analyses the three questions: first,what is the current situation of the application of classroom feedback by senior high school English teachers;second,what is the current situation of teacher-student interaction in senior high school English classroom? Thirdly,what are the effects of teacher feedback on teacher-student interaction?Through the research,it is found that: first,teachers use a large number of positive feedback and repetitive feedback;While the number of feedback types such as induction and questioning is relatively small;In the aspect of discourse structure,IRF discourse structure is used more frequently than IR [IR1（I2R2）] F and IRIFI/R2F2 discourse structure;The frequency of using feedback in reading class and dialogue class is much higher than that in grammar class and vocabulary class.Secondly,the length of teacher-student interaction is relatively balanced,but the amount of teacher feedback is more than the amount of student response.Thirdly,negative feedback,IR [IR1（I2R2）] F and IRIFI/R2F2 discourse structure,and the use of feedback in reading class and dialogue class have significant effects on teacher-student interaction.Thus it can be seen that the use of different feedback by English teachers has different effects on the length and quantity of teacher-student interaction.