A Comparative Study On English Teachers’ Feedback Between High-Quality Classes And Regular Classes In Junior High Schools

Teachers’ feedback,an integral aspect of teacher discourse,is crucial to increasing students’ language acquisition.Feedback has cognitive and emotional functions.Therefore,teachers can assist students in creating cognitive scaffolds by providing appropriate feedback in class,which can help them reduce task complexity,overcome communication issues,reduce classroom anxiety,and boost students’ language output.In recent years,scholars at home and abroad have paid more and more attention to teachers’ feedback.These researches mainly focus on the current situation of teachers’ feedback and its influence on students’ language output,classroom interaction and emotional anxiety.The research subjects mainly focus on expert and novice teachers in middle school and university teachers,but seldom aim at high-quality classes and regular classes.The purpose of this thesis is to compare the differences and similarities in teachers’ feedback between high-quality English classes and regular English classes in junior high schools,reveal problems in the use of teachers’ feedback,and investigate the prevalence of high-quality class feedback in order to arise teachers’ attention to feedback and promote teaching effect.Based on Krashen’s comprehensible input hypothesis,Long’s interaction theory and Swain’s language output hypothesis,the research subjects of this thesis are the nine high-quality classes in the National Junior High School English Quality Class Competition from the National Educational Resources Public Service Platform of the Ministry of Education and the nine English classes recorded in a junior high school in Fuyang and students in three classes chosen.The purpose is to solve the following problems:(1)What are the differences and similarities of the amount of teachers’ feedback between high-quality English classes and regular English classes?(2)What are the differences and similarities of the types of teachers’ feedback between highquality English classes and regular English classes?(3)What are the differences and similarities of the effect of different types of teachers’ feedback on students’ language output?Through classroom observation,text transcription and questionnaire,employing Excel and SPSS 26.0 to collect and analyze the data,the thesis draws the following conclusions:(1)The amount of teacher discourse in high-quality classes and regular classes accounts for more than 60% of classroom discourse,and the average amount of teachers’ feedback discourse in high-quality classes obviously exceeds that in regular classes.(2)Comparison of feedback types: First,the frequency of using simple positive feedback is the highest in both types of classes.High-quality classes pay attention to the use of comment and elaboration feedback,while the frequency of simple positive feedback is higher in regular classes;Secondly,the frequency of repetition and probing in neutral feedback is similar.The frequency of using neutral feedback in high-quality classes is slightly lower than that in regular classes,especially asking other students to judge feedback is far lower than that in regular classes;Thirdly,the frequency of elicitation in negative feedback is the highest in high-quality classes,while the frequency of explicit correction feedback is the highest in regular classes.(3)Compared with other types of feedback,probing and elicitation feedback have the best effect on promoting students’ language output.Based on the research results,this thesis proposes the following suggestions for enhancing the quality of teachers’ feedback in junior high school English classrooms:(1)Teachers are fully aware of the important role of teachers’ feedback in students’ language output.(2)It is necessary to strengthen the study and practical application of the theoretical knowledge of teachers’ feedback.(3)Pay more attention to the use of comments,elaboration,probing and elicitation feedback.(4)Teachers’ feedback should meet students’ individual needs.