A Study On Current Situation Of As Well As Strategies For Teacher’s Verbal Feedback In Senior High School English Class Illustrated By The Case Of Xxx School

In senior high English teaching is basically carried out by a series of discourses including teacher’s initiation,student’s response and teacher’s follow-up.Teacher’s follow-up discourse refers to teacher’s verbal feedback on student’s response to his questions,including comments and information which teachers give to the students based on the performance and understanding of the knowledge of the students.In everyday classroom interaction,teacher’s feedback plays a critical role in understanding,creating and sustaining patterns of communication which facilitates second language acquisition(Aisyah&Hidayat,2010).And thus,it is essential for English teachers to find out which types of teacher’s feedback will work out in order to set up a harmonious and effective English class.Although a lot of studies about teacher’s feedback have been done by many scholars,little attention is paid to the current situation of as well as strategies for teacher’s feedback in senior high English class.And therefore,the author thinks that it is essential to do a research on it in senior high English classroom,collect some statistics to demonstrate this situation and put forward some suggestion and implication,which values a lot.The hypothesis aims to figure out those questions:1.what is the current situation of teacher’s verbal feedback,specifically its types and frequency?2.what are the strategies of teacher’s feedback?In order to figure out the first question,the author uses classroom observation.The research is conducted in Wuhan Foreign Language school,which was established in 1964.Participants are eight senior English teachers and their 252 students.As for the second question,besides classroom observation,the author also conducted face to face interviews with those eight teachers to assure the consistence between classroom observation and teacher’s attitudes.It is revealed that teacher’s feedback plays an important role in teacher’s discourse.The results also tell the researcher that there is indeed interaction and meaning negotiation between students and teachers.Most of the teachers in senior high prefer to choose the positive feedback more than negative feedback in their English classes.As for the positive feedback,the teachers have preference for praise markers,sometimes direct affirmation with paralinguistic behaviors to give affirmation to student’s responses.When employing negative feedback,teachers tends to use less explicit correction than recast,repetition or clarification request.The sequenced frequency of each type of teacher’s feedback from the highest to the lowest is:praise markers,linguist feedback,repetition,recast,elicitation,explicit correction and clarification request.In terms of feedback strategy,positive feedback should be often used on condition that student’s answers are not exactly wrong.However,general and mechanical praise markers,such as " That is great."," Good job." can not always be effective.Teachers should enrich language forms of praise markers and give simple comments while giving praise.All of the eight teachers prefer implicit feedback to explicit feedback,but they do not avoid using explicit correction on purpose.When student’s answer is partly wrong,teacher should employ more implicit feedback than explicit feedback.Based on the findings above,the author suggests that senior high school English teachers should increase feedback frequency,enrich the language forms of praise markers,reflect on their feedback strategy timely and use positive feedback and negative feedback comprehensively.What’s more,teachers should give feedback differently concerning student’s English level and personal characteristics.