A Study Of Teacher Feedback On Teacher-Student Interaction In Junior High School English Classroom

The English Curriculum Standards for Compulsory Education(2022 edition)highlights the need to take full advantage of the interactive and social features of classroom teaching.In the junior English classroom,teachers and students interact with each other by means of teacher talk.Teacher feedback,as an important part of teacher talk,has a profound impact on the quality and effectiveness of teacher-student interaction.Research on teacher feedback in China has been conducted since the 1980s,and the focus is largely on universities and high schools,with less research on the junior high school level.Therefore,this paper takes teacher feedback in junior high school English classroom as the research object.Based on interaction hypothesis and socio-cultural theory,this paper investigates and studies the use of teacher feedback in current junior high school English classroom and teachers’ and students’ attitudes towards feedback through classroom observation,questionnaire and interviews,which is expected to draw insights on how to improve the quality of classroom interaction.The research questions are as follows: 1.What are the major types and characteristics of teacher feedback in junior high school English classroom teaching? 2.How do different types of teacher feedback affect the performance of teacher-student interaction? 3.What are the attitudes of teachers and students towards different types of feedback?The study finds that: 1.there was a great use of teacher feedback,including positive and corrective feedback,with the use of positive feedback far exceeding the other types.Although the use of no feedback was still occurring,the proportion was very small;2.regarding the effect of different types of feedback on teacher-student interaction,the study concluded that the excessive use of simple praise and the use of explicit correction were not conducive to teacher-student interaction,while the use of other types of feedback such as praise repetition,praise comment,elicitation and recast could both facilitate teacher-student interaction and help students acquire second language knowledge;3.in terms of teachers’ and students’ attitudes towards feedback,they both embrace the importance of teacher feedback,but teachers are more concerned with the use of feedback techniques,while students are concerned with teachers’ attitudes when using feedback.The study implies that: 1.teachers should give feedback in accordance with students’ specific performance in teaching activities,and avoid overuse of simple praise and avoid use of explicit correction;2.teachers should offer more variety in use of feedback;3.teachers should pay attention to students’ attitudes and needs towards the feedback.