A Survey Of The Feedback Language Of Junior High School English Teachers In The Classroom

Teacher feedback is an important part of teacher’s classroom discourse research,which plays an important role in student’s learning motivation and interaction between teachers and students.This study teased out the research results of teacher feedback both at home and abroad.It found that the research on teacher feedback is relatively single and mainly focus on error correction.And most of the research focus on high school and college.There is a lack of systematic theoretical research on teacher feedback of junior middle school English teacher.This study analyzed the current situation of junior middle school English teacher’s classroom feedback from various aspects.The study aims to solve three problems: First,what is the classification and usage of English teacher’s feedback in junior middle school? Second,what are the characteristics of junior middle school English teacher in the choice of feedback strategies?Third,what is the frequency of various feedback contents used in junior middle school English teacher feedback?In order to solve the above questions,four English teachers from the junior middle school were selected as research subjects in this study.The research tools were classroom observation,questionnaire and interview.The data of teachers’ classroom feedback were collected through classroom observation,and the current use of teachers’ classroom feedback in different aspects were analyzed.After that,semi-structured interviews with teachers were conducted to find out their understanding of teacher feedback.At last,the teachers’ design and usage of classroom feedback were investigated by means of questionnaire survey,so as to further improve the findings of this paper.The main findings of this paper are as follows.Firstly,teacher feedback is divided into positive feedback and negative feedback.Junior middle school English teachers tend to use positive feedback to respond to students and use negative feedback less.Among positive feedback,simple praise is the most frequently used.Secondly,as for teacher feedback strategies,most junior middle school English teachers prefer to use single feedback strategy to respond to students.Positive feedback and explicit error correction are the two most frequently used feedback strategies,while restatement is the least frequently used.Thirdly,the frequency of junior middle school English teacher’s feedback on the specific content of students’ responses is much higher than that on their themes and language forms.Due to the different focus of the class,teachers selectively use different feedback content to promote students’ language input in the actual classroom situation.Based on the above research,this paper proposes some ways to improve the feedback of English teacher in junior middle school.First,the teaching design of teacher feedback should bevalued in teaching notion.Second,teacher feedback should be flexibly used in teaching practice.Third,the goal of teacher feedback should be examined before and after teaching effect.Through the combination of theory and classroom teaching practice,this study provides new ideas for teachers to use classroom feedback in the future,which is helpful for teachers to change the way of classroom feedback,improve the feedback skills and enhance the effect of English classroom teaching.