A Study On The Feedback Language Of Chinese Teachers

Teaching process is mainly in a series of “teacher induced response(questions)―students’ answer―teachers’ feedback” and then expanding and promoting. The feedback language of teacher, is refers to the teachers and students under the specific questions in the process of communication, evaluate for students to answer. The study of the feedback language is based on the teachers attach importance to teaching design, teaching process, but to ignore the specific situation of the students. The purpose is to remind the teachers, the importance of the feedback language. According to the specific situation of the students, teachers can use the language of science for students in guidance.In this paper, the author collected a large amount of teaching activity in the process of research, and in-depth analysis of the teaching activity, aimed at through different teaching activity to reflect the problems existing in the language teachers’ feedback. Reflected and summarized, put forward in the feedback language application, teachers should attach importance to strategy and advice. The main part of the thesis, first of all, based on the discourse of pragmatics, and to define the feedback language. According to the evaluation of the teacher, and its influence to the students, feedback language can be divided into evaluation, repeat, copy, forward, tips and other categories.Secondly, combining with the actual teaching cases, through Chinese teaching classroom, research and reflection interns, in-service teachers, the famous teachers the three gradient feedback. Through the analysis of their teaching activity, the paper get three different gradient of language features, including the problems of the interns in the process of feedback, such as ask answer by themselves, repetition, right or wrong point, problem of presentation, etc. The advantages of in-service teachers reflected in the feedback language, such as good at extracting keywords, follow-up, timely correcting. And their problems, for example, discourse is relatively long, said his own words, ignore the methodological guidance, etc. Represented by Yu Yi and Qian Meng long of the famous teachers, their advantages of the feedback language.After the analysis, the paper further points out that the feedback language strategies. Teachers choose expression according to the response characteristics ofstudents and the teaching situation. In the process of feedback, the feedback language should be combined with the teaching goal, teach students in accordance of their aptitude, language to timely, equivalent, students can accept effectively.This study through the analysis of the teaching activity of three gradients, the author found in the application of the feedback language, the teachers show the mature process. Help teachers especially new teachers, their knowledge and understanding of classroom interaction, and promote the effective development of the Chinese classroom teaching.