A Study On The Influence Of Teacher Feedback On Students’ Classroom Participation In Senior High School English Class

At present,there is a common phenomenon that students’ enthusiasm for participation is insufficient in senior high school English class,which is more manifested in the participation of few students or students’ passive participation.Teaching activities should be a process of two-way communication and common development of teachers and students.Among them,teacher feedback is an essential part of teacher-student interaction.Therefore,it is necessary to investigate the influence of teacher feedback on students’ classroom participation.Based on Krashen’s Input Hypothesis,Affective Filtering Hypothesis and Long’s Interaction Hypothesis,this study uses classroom observation,questionnaire and interviews to investigate the influence of teacher feedback on students’ classroom participation in senior high school English class.This thesis mainly focuses on the following three issues for investigation and analysis: 1)What is the influence of different ways of teacher feedback on students’ behavioral participation in senior high school English class? 2)What is the influence of different ways of teacher feedback on students’ cognitive participation in senior high school English class? 3)What is the influence of different ways of teacher feedback on students’ emotional participation in senior high school English class?The study shows that teachers use a variety of feedback ways in senior high school English class,and different ways of teacher feedback have different effects on students’ behavioral,cognitive and emotional participation.1)For behavioral participation,teachers’ positive feedback,patient guidance,nod and eye feedback promote students’ active speech and classroom performance.2)In terms of cognitive participation,the feedback ways of teachers’ praise plus repetition,praise plus comments and teachers’ patiently guiding students to correct their mistakes help students memorize knowledge and learn English meaningfully.Teachers’ simple praise and nonverbal feedback are not very helpful to students’ classroom cognition.3)For emotional participation,teachers’ in-depth evaluation and teachers’ gestures,nod and eye contact produce a sense of achievement and pride in learning to a great extent,while teachers’ criticism often brings anxiety to students and hinders their development.Effective teacher feedback can not only help students strengthen knowledge content,but also mobilize students’ interest in learning and improve students’ behavioral,cognitive and emotional participation,so as to give full play to students’ dominant position in class.Based on this,this study puts forward some suggestions on improving teacher feedback,such as teachers’ optimizing positive feedback,understanding more effective feedback theory and flexibly providing feedback to students considering students’ preferences.It is hoped that this thesis could provide useful enlightenment and help for relevant researches on teacher feedback and students’ classroom participation in the future.