Implicit Feedback Of The High School Students Of Chinese As A Foreign Language Classroom

This essay attempts to redefine classroom feedback by seriously considering the close and complicated relationship among teachers, students and the classroom environment. At the same time, it sums up the current theories and results about classroom feedback home and abroad, and forms a more systematic definition of implicit feedback which emphasizes two major characteristics:implicitness of information source and information accumulation.Implicit feedback can be observed via observing classroom behaviors, so the author initially had a year of classroom observation which helped to identify the typical classroom behaviors. As the result, he designed a questionnaire by combining observations with the research results. Investigation results proved that implicit feedback existed in Chinese class. However, after sample analysis, the author found significant differences among the questionnaires. Then the questionnaires were classified again according to different teaching methods. Based on the combination of the second statistical analysis of the survey data with specific teaching cases, the author concluded that the teacher was the most important factor leading to the varied results on students'implicit feedback. The greater the amount of information, the faster the rhythm, and the higher degree of students'participation during the teaching progress, the less negative implicit feedback we would receive from the students.Hence the pedagogical implications are discussed. First, the teacher should pay attention to students'classroom behaviors. Second, the teacher should investigate the deep implicit feedback information from classroom behaviors. Third, the teacher should possess students'feedback information not only immediately, but also in multiple ways. Finally, and the most importantly, the teacher should constantly improve his/her teaching competence and skills.