| With the beginning of the research on discourse and classroom conversation, teacher feedback has become one of the heated topics in discussion. Most of previous studies focus on the types of feedback and the description of EFL classroom teacher feedback. There are little comparative study on teacher feedback of NS and NNS. While exploring the difference between Teacher feedback of NS and NNS may help promote the mutual understandings of the teacher and students and hence activate the classroom atmosphere and improve classroom teaching efficiency, and the comparative study can be of great pedagogical value to the Chinese EFL teaching.This study adopts the method of naturalistic inquiry by the instrument of classroom observations, recordings and interview and questionnaire. The author selects four NS teachers and four NNS teachers as her subjects. In the audio observation part, the teacher feedbacks were explored and described on the basis of the researcher's intensive and careful observation of the video-taped classroom teaching. The research questions are (1)What is the respective frequency of utterance of NS and NNS teacher feedback in EFL classroom?(2) What is the respective distribution of different types of feedbacks in NS and NNS teachers'EFL classroom? (3) What is the frequency of learner uptake in NS and NNS teacher's EFL classroom? (4) What kinds of feedback are preferred by students in EFL classroom?Through statistic analysis, the author finds: (1) The amount of NS teacher feedback surpasses the NNS teachers'in EFL classroom. (2) The amount of students talk in NS teacher classroom surpasses the amount of students talk in NNS's. (3) The NS adopted more negative feedbacks than the NNS teachers. (4) Of all the types of teacher feedback, the NS teacher tends to have preferences for elicitation and Expansion. However, the NNS teacher tends to have preferences for recast and prompt feedback. (5) The rate of uptake shown in NS teachers'classroom is substantially higher than in NNS teachers'classroom.Secondly, the analysis of the data from the questionnaire indicates that: (1)most of the students would like to or even were eager to have the teacher feedback to their responses in class. (2) simple approval was widely received by students of a lower proficiency level, but not by high-level ones, who assumed that too many instances of simple approval could not bring them a stronger sense of achievement in class. (3) Expansion and elicitation were most easily perceived by the students of both higher and lower levels. (4)Both higher-and lower-level students would have a varying degree of anxiety when they were explicitly corrected in the verbal interaction, implying the value of face preserving in the Chinese culture.Finally, the findings of the study provide us with some useful insights into EFL classroom. (1)NNS teachers need to be trained to improve their language production to give more feedback. (2) NNS teachers could use more expansion and elicitation feedbacks to offer sufficient input for students. (3) Teachers are responsible to create opportunities for learners to be involved in more genuine and meaningful communication.In conclusion, student-centered classroom teaching demands that a good teacher should be aware of the needs of the students when providing different kinds of feedback. A proper use or misuse of teacher feedback may make huge difference in promoting the classroom interaction.
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