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A Study On Teacher Feedback In Intensive Reading Class Of English Majors

Posted on:2012-04-08Degree:MasterType:Thesis
Country:ChinaCandidate:T T YangFull Text:PDF
GTID:2155330332993126Subject:Foreign Linguistics and Applied Linguistics
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Classroom teaching is a process of interaction between teacher and student, which could facilitate language acquisition. Where there's an interaction, there's a teacher feedback. As one crucial aspect of teacher talk, teacher feedback plays an important role in classroom teaching. As a form of input for students, feedback also promotes students output.As one important component of teacher talk, teacher feedback plays a crucial part in classroom teaching. In 1975, Sinclair and Coulthard put forward a famous model, IRF Model, that is, initiation move—responding move—feedback or follow move to analyze conversation structure between teachers and students in classroom. Many researchers, both home and abroad have carried out further studies on these moves, however, most of them mainly focused on teacher talk time and question form, resulting in comparatively fewer research findings on teacher feedback.The present thesis attempts to study the actual application of teacher feedback in Intensive Reading course through classroom observation, questionnaire and interview. Intensive Reading is the basic course for English majors, occupying the most class periods a week. The application of teacher feedback in this class will cast great influence on interaction and students learning. According to the above considerations, the researcher want to analyze 1) the teacher feedback observed in class; 2) students' preferences and attitudes toward teacher feedback; 3) teachers'self-awareness about feedback; 4) problems when using feedback.Subjects of the research are two excellent teachers and their students from foreign language department in a college. The author collected data from observations of 12 intensive reading courses assisted with audio-recordings, questionnaires for students and individual interviews with two teachers. Results show that: 1) There are six feedback types applied in class:simple praise; expansion; recast;elicitation; repetition followed by simple praise; explicit correction, among which, simple praise occupied the highest frequency, with expansion and recast in the following. In addition, explicit correction is the least type teacher employs.2) Students hold a supportative attitudes toward teacher feedback with the exception of explicit correction. They want a approval when performing in interaction.3) Simple praise, recast and repetition followed by simple praise cast few benefits to interaction and provide unfruitful opportunities for output; expansion and elicitation induce more interactions and provide more learning chances for students.4) The teachers have acknowledged the importance of feedback, but still lack of systematic theories, thus making less variety and flexibility when applying feedback.Research findings will have some implications for English classroom teaching. English teachers should strengthen related theories and often monitor and analyze their own feedback, with attempt to enrich feedback varieties and enhance techniques, thus making more opportunities for students'learning.
Keywords/Search Tags:input, output, interaction, teacher feedback, learning opportunity
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