Characteristics Of Teacher’s Feedback On Intercultural English Class

As it is emphasized in General Senior High School Curriculum Standards for English(2020),“comprehensive cultivation for students’ language ability,cultural awareness,thinking ability and learning ability”,it is of significance to act intercultural teaching in basic education in order to develop students’ intercultural communicative competence(ICC).Intercultural teaching in middle school,however,remains to be a great challenge for the lack of related research.Besides,research about intercultural teaching in middle school stills stays at the theoretical level.Taking a perspective of teacher feedback,this study aims to explore how to develop students’ ICC in middle school,focusing on teacher-student interactions.This research builds ASK model for student’ ICC development in basic education.Two research questions addressed here are:(1)What are the characteristics of teacher’s feedback in intercultural English class?(2)What are the factors shaping teacher’s feedback in the intercultural English classroom?In this research,qualitative method is adopted,including classroom observation and interview.The research results show that: Firstly,teacher’s feedback in intercultural English class presents following characteristics: 1)transformation from linguistic forms to ICC content;2)transformation from corrective feedback to descriptive feedback;3)transformation from teacher-leading feedback to a mix of teacher feedback and students’ peer feedback.Secondly,factors influencing teacher’s feedback include: 1)at the macro level,national syllabus draws teacher’s focus of feedback on students’ ICC development;2)at the meso level,school’s support encourages teacher’s great invest of intercultural content when provide feedback;and3)at the micro level,teacher’s pedagogical experience and ICC,together with experts’ support,lead teacher’s feedback to shape students’ ICC.