| Teachers’ classroom feedback is an important part of teachers’ classroom discourse,which plays an important role in classroom teaching.Improving the ability to use classroom feedback is not only conducive to the professional development of novice teachers,but also conducive to promoting students’ participation in classroom interaction and improving students’ interest in learning English.This study summarizes the research at home and aboard on teacher classroom feedback and finds that there are still some deficiencies in the current research,such as less research on classroom feedback of novice teachers;the current research focuses on high school and university,and the use of classroom feedback in junior high school is not applicable.Therefore,this study will focus on the junior high school English classroom,to study and analyze the use of the classroom feedback of junior high school English novice teachers,aiming to solve the following four problems.First,how much feedback is used in junior high school for novice English teachers? Second,what is the understanding and attitude of junior high school students to teachers’ feedback in English class? Third,what is the understanding and attitude of junior high school English novice teachers to the classroom feedback? Fourth,what are the reasons that affect the junior high school English novice teachers to use the classroom feedback ?In order to solve the above problems,this study selects the classroom feedback of 5 novice English teachers in a junior high school in Wuxi X school as the research object.The research methods mainly includes classroom observation method,questionnaire survey method and interview method.In this study,the use of classroom feedback was first collected from 5 novice teachers through classroom observation.Then a questionnaire was distributed to 253 students taught by these 5 novice teachers to understand the current use of classroom feedback in junior high school from the perspective of students.Finally,5 novice teachers were interviewed to deeply understand the current situation of novice teachers’ using classroom feedback.This study found that novice English teachers in junior high school have the following problems when using classroom feedback: firstly,the feedback language is single and simple;secondly,there are clear differences in the preferences for classroom feedback between teachers and students;thirdly,teachers rely too much on a single type of feedback language;fourthly,the use of teachers’ classroom feedback is influenced by multiple factors.Based on these problems,this study proposes suggestions for improving the classroom feedback of novice English teachers: firstly,novice teachers should improve their practical literacy in the use of classroom feedback language;secondly,novice teachers should enhance their ability to use classroom feedback;thirdly,novice teachers should pay attention to students’ learning needs when using classroom feedback;fourthly,schools should focus on the training of novice teachers’ ability to use classroom feedback. |
