| The IRF classroom discourse structure was proposed by Western scholars who were studying the impact of classroom discourse on second language acquisition in the1970 s.Since then,scholars have focused on the teacher Initiation and Feedback in the IRF structure.However,the researchers have focused less on teacher feedback and more on teacher initiatives,which is one of the reasons why many front-line teachers lack sufficient knowledge of feedback.Teacher feedback is an important bridge between students’ language input and output,and an important part of classroom discourse.High-quality teacher feedback enhances students’ language learning,while low-quality teacher feedback weakens their language learning and may also have a negative impact on students’ emotional development.Based on Input and Output hypothesis,Scaffolding theory and Interaction theory,this study takes three novice teachers(hereafter this thesis will abbreviate them as NT)from Chengdu’s C senior high school and three prize-winning teachers(hereafter this thesis will abbreviate them as PWT)from the 15 th High School English Teaching Competition as the subjects of the study.And through the classroom observation of English teaching classroom and the textual analysis on transcript data,this study makes an research on English teachers’ classroom feedback between NT and PWT,and aims to answer the following three questions:(1)What are the differences in the proportion of teachers’ classroom feedback to classroom discourse between NT and PWT?(2)What are the differences in the types of teachers’ classroom feedback between NT and PWT?(3)What are the differences in the communication strategies of teacher feedback between NT and PWT?After the quantitative and qualitative analysis of the data,this study has the following findings: due to the different teaching philosophies held by teachers,there is a low percentage of classroom discourse of PWT,but the percentage of their classroom feedback was significantly higher than NT.And there are many similarities and differences in terms of the types of teacher feedback between NT and PWT.No differences can be found in content feedback but there are big differences in terms of form feedback and topic feedback.In terms of form feedback,the amount of it from PWT is twice than that of NT.And NT are more inclined to use explicit error correction,while PWT choose to use form negotiation,that is to say,teachers use signals to elicit new ideas from students and help them to self-repair errors.As for topic feedback,PWT largely make use of this feedback to initiate students to output what they have learned and stimulate teacher-student conversation.Contrarily,NT are not likely to apply topic feedback with the times of only 69.But the number of comments and extensions used by NT is very similar to that of content feedback.Furthermore,as for the communication strategies,NT end the communication discourse too early,which shows that they ignore the importance of classroom interactive communication and the meaning of negotiation.And thus it brings negative effects on students’ learning;In terms of communication strategies for teacher feedback,PWT in competition classrooms use more strategies than NT in ordinary classrooms,such as “follow-up questions” and “prompts”,which provide more opportunities for students’ thinking and learning ability improvement.Based on the research conclusions,three suggestions are put forward for novice teachers: Firstly,novice teachers should be flexible in using different types of teacher feedback,depending on the types and purposes of their teaching classroom;Secondly,they should communicate,learn and interact more with prize-winning teachers to improve the efficiency of using teacher feedback in the classroom;Thirdly,they should actively study theories related to teacher feedback and reflect on how to give appropriate feedback in response to students’ classroom performance.It is hoped that these suggestions will inspire and help the novice teachers and education workers. |
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