| As an important part of teacher talk,teacher feedback is not only a tool for the teachers to implement teaching plans,but also an important source of the students’language input as well as an important way to guide the students’ language output.Therefore,using the teacher feedbacks properly for English teaching and the students’English acquisition is important.Standard,accurate and appropriate teacher feedbacks are of benefit to the communication between the teachers and the students,which is helpful in arousing the interest and desire of the students to participate in the classroom interaction,develop their oral English ability and improve the teaching quality.However,it is worth noting that there is less research studying teacher feedbacks in senior high school English classrooms from the perspective of adaptation theory.Therefore,this study is to reveal the adaptability of teacher feedbacks in class from the perspective of adaptation theory.And the following two research questions are to be solved.1)What are the types and distributions of the teacher feedbacks in senior high school English classrooms?2)What is the adaptability of the teacher feedbacks?The research takes five English teachers in Grade One and Grade Two of a senior high school in Wen Shan as research subjects,adopting classroom recordings to collect the teacher feedbacks.After the 1446 teacher feedbacks have been analyzed quantitively and qualitatively,the research results show that:1)The classroom feedbacks used by the senior high school English teachers include signal feedbacks and complex feedbacks.There are 838 single feedbacks,accounting for 58% of the total feedbacks,and the complex feedbacks are 608 times,occupying 42% of the total feedbacks.Specifically speaking,there are 13 kinds of signal feedbacks: positive feedback,repetition,elicitation,explicit correction,expansion,clarification request,appreciative feedback,questioning,doubtful repetition,meta-linguistic feedback,comforting and encouraging,asking other students to answer the question and comment.There are 14 kinds of complex feedbacks: positive feedback + repetition,positive feedback + comment,positive feedback + appreciation,positive feedback+ elicitation,positive feedback+questioning,positive feedback + comforting or encouraging,expansion + elicitation,repetition + expansion,positive feedback + expansion,positive feedback +meta-linguistic feedback,repetition + comment,positive feedback + repetition +expansion,positive feedback + repetition + appreciation,positive feedback+ comment+appreciation.For signal feedbacks,“simple positive feedback” is the most frequently used by the teachers,accounting for 24.05% of the total amount of feedbacks,and41.41% of the single feedbacks.The feedback type of “comment” accounts for the least proportion of the single feedbacks,only 1.43%.For complex feedbacks,the most commonly used feedback is “simple positive feedback + repetition”,with a total of233 times,accounting for 38.32% of the complex feedbacks.The feedback of“expansion + elicitation” is seldom used by the teachers,which appears only 4 times,accounting for 0.66% of the complex feedbacks.2)The teachers adopt various feedback strategies in order to achieve the adaptability,thus meeting the communicative needs.To be specific,the adaptability of the teacher feedbacks includes three parts that are adaptation to the mental world: the students’ anxiety,self-confidence and learning motivation;adaptation to the social world: the teacher-student relationship,the students’ face wants;adaptation to the physical world: the classroom atmosphere,the students’ language level and teachers’roles.The teachers’ use of certain feedback does not always achieve one-way adaptability,and its adaptability may be multi-dimensional.The total number that the5 English teachers use feedbacks in classes to adapt to the mental world is 1269,accounting for 87.59% of the total feedbacks.The teacher feedbacks used to adapt to the social world is 1209,accounting for 83.61% of the total feedbacks.1009 teacher feedbacks can adapt to the physical world,accounting for 69.78% of the total feedbacks.It is indicated the teachers mainly take the mental world into consideration when providing the students with feedbacks,next is the social world,and finally the physical world.In accordance with the research results,the study obtains the following implications: 1)English teachers should be aware of their own feedback levels,strive to improve their professional levels,master some relevant feedback skills,and fully understand the importance of teacher feedbacks in classroom learning.2)The teachers should choose the feedback strategies flexibly and avoid using the single feedback modes.3)The teachers should further improve their awareness of language adaptation to provide more effective feedbacks to the students to meet their different language needs. |
