A Survey On The Current Status Of Classroom Feedback Used By Junior Middle School English Teacher

Classroom feedback plays a key role in the whole teaching process.The type,quantity and proportion of classroom feedback will have an important impact on the language input and output of students,the interaction effect of the whole class and the emotional state of students.Teachers choose appropriate classroom feedback language at the right time,give full play to the role of teachers’ classroom feedback language,make it more oriented and practical,which is conducive to mobilizing students’ learning enthusiasm,enhancing classroom interaction effects,promoting students’ language input and output,so as to improve the quality of teachers’ classroom teaching.On the basis of sorting out the relevant research results of classroom feedback of English teachers,this study finds that most of the domestic research on classroom feedback of English teachers has been concentrated in high schools and universities.Domestic scholars’ research on classroom feedback language used by college teachers have mainly focused on investigation and case studies,while studies on high school teachers have primarily focused on error correction,and there has been relatively few studies conducted on middle school teachers.However,junior high school is a critical period for students to learn English,and English classroom at this level is the main front for students to learn English.Therefore,classroom feedback provided by junior high school English teachers plays a very important role in the language input,output of students,as well as in the interaction effect of classroom teaching.Therefore,this study takes classroom feedback of junior middle school English teachers as the research content,aiming to solve the following three problems:1.What is the current situation of junior middle school English teachers using classroom feedback?2.What are the characteristics of junior middle school English teachers using classroom feedback?3.What opinions and preferences do teachers and students have on the use of classroom feedback by junior middle school English teachers?In order to solve the research problems above,this study selects six middle school English teachers and six classes of students from three middle schools in Wanzhou District as the research objects,adopts classroom observation method and questionnaire survey method to record and collect data on the number and types of classroom feedback language used by the six middle school English teachers.This paper analyzes the current situation of the use of classroom feedback language by junior middle school English teachers and the characteristics of their use of classroom feedback language,investigates the views and preferences of teachers and students on the use of classroom feedback language by teachers,and collects their suggestions on the use of classroom feedback language by teachers,so as to sort out some teaching enlightenment on improving the quality,orientation and practicability of classroom feedback language use by junior middle school English teachers.Give full play to its role in promoting students’ language input and output and maintaining classroom interaction.According to the research results,the main findings of this study are as follows:First,the number of classroom feedback words used by middle school English teachers: The overall use rate of single feedback words by the six middle school English teachers is higher,while the use rate of mixed feedback words is lower.Second,types of classroom feedback language used by junior middle school English teachers: Among mixed feedback language,the most commonly used types are positive feedback plus repetition,followed by repetition plus extension and positive feedback plus evaluation.Comfort/encouragement with guidance and positive feedback with meta language are used less frequently.Third,characteristics of classroom feedback language used by junior middle school English teachers: Through analysis of 6 teachers,novice teachers use less single feedback language and mixed feedback language than experienced teachers.Fourth,as far as classroom feedback is concerned,teachers and students have different opinions and different preferences for various feedback.Therefore,it is suggested that junior high school English teachers can realize the importance of classroom feedback,understand students’ psychology under different circumstances on the basis of understanding and studying students’ needs,and achieve effective feedback.In addition,most teachers prefer to ask others for answers,because listening to other students’ answers can broaden students’ thinking and improve teaching effectiveness.When students answer correctly,teachers use simple positive feedback plus evaluation or extension most often.