A Comparative Study Of Teacher Feedback Between Novice Teachers And Expert Teachers In English Reading Classroom Of Junior High School

Teacher feedback refers to the words or information given by teachers in class according to students’ answers,including praise,correction,suggestions,comments and so on.Appropriate teacher feedback can not only provide students with enough comprehensible input and promote classroom interaction,but also it is an important way to create an efficient classroom and build a good relationship between teachers and students.However,at present,the research on teacher feedback in China mainly takes college students as the research subject,and takes the characteristics and functions of feedback as the main research content.In addition,a small number of comparative studies have been conducted but the scope of research is wide,which does not go deep into the research of specific lesson types.Therefore,a comparative study of teacher feedback between novice teachers and expert teachers in junior high school English reading classroom has certain theoretical and practical significance.Based on comprehensible input hypothesis,interaction hypothesis and the scaffolding theory,this paper aims to study the following three questions:（1）What are the similarities and differences between novice teachers and expert teachers in the types and distribution of classroom feedback in junior high school English reading classroom?（2）What are the main reasons that cause the differences in the types and distribution of classroom feedback between novice teachers and expert teachers?（3）What are students’ attitudes and preferences towards teacher feedback?This study takes two novice teachers and two expert teachers in grade two and grade three of a junior high school in Hohhot and the four teachers’ students in four classes as the research subjects.This research is carried out through classroom observation,discourse analysis,interview and questionnaire survey.After quantitative and qualitative analysis of the collected data,this study draws the following conclusions:（1）Firstly,there exist some differences between novice teachers and expert teachers in terms of feedback types.Expert teachers can use 9 kinds of single feedback and 7kinds of complex feedback in teaching process while novice teachers can use 9 kinds of single feedback and have not used repetition and metalinguistic feedback,repetition and expansion of complex feedback;Secondly,in terms of the number of teacher feedback,there are obvious differences between novice teachers and expert teachers,and expert teachers use more feedback than novice teachers.Thirdly,in terms of the distribution of feedback,the two types of teachers focus on the use of single feedback.However,the number of complex feedback used by expert teachers is much larger than that of novice teachers,and the types of feedback used are more diverse.Expert teachers will use effective feedback according to different situations in the classroom to promote students’ knowledge output.（2）The main reasons for the differences between novice and expert teachers’ feedback include differences in teaching concept,differences in cognition of teacher feedback,differences in habits of reflection,differences in teaching experience,and differences in mentality caused by different life experiences.（3）Students believe that teacher feedback is very important in English classroom teaching.Most students prefer more diverse and specific ways of feedback,not just simple positive feedback.When students make mistakes in their answers,most students hope that English teachers can give recast or elicitation and encourage them to think seriously.Based on the above research conclusions,this paper puts forward corresponding suggestions on the use of teacher feedback for novice English teachers and expert English teachers respectively,mainly including the following aspects: updating teaching concept according to the teaching background,strengthening the learning of systematical knowledge about teacher feedback,strengthening self-reflection,strengthening the transition from novice teachers to expert teachers,considering students’ needs and paying attention to the diversity and flexibility of feedback.It aims to promote the professional growth of novice teachers,encourage expert teachers to keep improving and improve teaching efficiency.