A Comparative Study On Feedback From Novice And Expert Teachers In Primary School English Class

Teacher feedback plays an indispensable role in the classroom interaction for it not only facilitates students to learn second language but also helps teachers to improve their teaching efficiency.In order to accomplish the classroom interaction,teachers try to make students produce more output through inputting their enough feedback.The study attempts to choose the three novice teachers and three expert teachers in a primary school in Shanghai as the research subjects.The author used the pre-interview and classroom observation as the research instruments to collect the data.The purpose of this study is to conclude the differences and similarities of feedback between novice and expert teachers in terms of types and distribution of teacher feedback.The findings are shown as follows:1)Novice teachers and expert teachers are quite similar in choosing feedback except that two types of complex feedback aren’t employed by some of novice teachers.2)Novice teachers tend to use explicit correction while expert teachers are more likely to employ complex feedback.3)Both novice teachers and expert teachers tend to use the positive feedback.4)The expert teachers’ total amount of feedback language is much greater than that of novice teachers.Based on the result of the research,the author provided some pedagogical suggestions.Firstly,both novice and expert teachers ought to attach great importance to teacher feedback and the practical use of the language.Secondly,novice teachers should realize their own deficiency,interact with expert teachers more frequently and try to improve the feedback language.At last,both expert teachers and novice teachers should employ various types of feedback flexibly in order to enrich the classroom interaction and arouse students’ interest in learning.