A Study Of Teacher Feedback Strategy In College English Classrooms-an Adaptation Perspective

Based on the previous studies, the present study applies Verschueren's linguistic adaptation theory as the basic theoretical framework, and conducts a qualitative and quantitative analysis on the use of teacher feedback strategy in college English classrooms, aims to present the dynamic nature of teacher feedback from the aspects of variability, negotiability and adaptability.The present study tries to answer the following three research questions: 1) What is the general situation of the use of teacher feedback in college English classrooms? 2) What feedback strategies do teachers adopt in college English classrooms? 3) What motivates teachers to adopt such feedback strategies?After the analysis of the data collected, the present study gets the following conclusions: 1) In college English classrooms, evaluative feedback takes up a high proportion in the total teacher feedback amount compared with discoursal feedback, accounts for 78%, while discoursal feedback accounts for 22%; 2) Teachers may adopt relevant feedback strategies according to the dynamic classroom context, such as the explicit and implicit feedback, immediate and delayed feedback, etc; 3) Teachers adopt such feedback strategies mainly for realizing adaptability, specifically speaking, for making adaptation to linguistic reality, social conventions and students'affective factors.With the above research findings, the present study hopes it can enhance the teachers'awareness of adaptability, so as to provide more efficient and specific feedback to meet the students'differing language needs.