A Study Of English Teachers’ Question-and-answer Feedback In Junior High School

In English class, teachers’question-and-answer feedback as a part of teacher’s classroom discourse, a form of formative assessment, has far-reaching significance to students’ English language learning and development. Classroom feedback is related to teachers, teaching materials and students, to promote the harmonious and effective English teaching. This study on the basis of the junior high school students’intellectual and psychological features, for standards of requirements in junior high school English teaching, based on the formative evaluation theory, conducts a survey of the current classroom feedback situation of English teachers in the rural junior high schools, and is designed to carry forward has done excellent aspects, to find the problem in the reality and give appropriate countermeasures.In this study, classroom observation, questionnaires, classroom recording and teacher interviews are adopted to investigate in rural junior high schools in Linli, Changde. Based on junior high schools being the transitional period of students’ intellectual features and psychological characters, the students in junior high school gradually form their own way of thinking in intelligence, with self-esteem and independence strengthened, eager to get others’ especially elders’and teachers’recognized in the psychological aspect. The main objective of the English teaching in junior high school is cultivating students’interesting in learning English through listening, speaking, reading and writing, learning the basic knowledge of English, to lay the foundation for future learning. Teachers’ question-and-answer feedback as a part of teaching process, have an important impact on students’motivation and the successful completion of teaching objectives. According to the formative evaluation theory, Teachers’feedback focuses on the assessment of students’ learning process and inspiring learning motivation, but not just focus on students’learning results. This study attempts to grasp the situation of teachers’classroom feedback from the level of teacher’s understanding of students, the feedback frequency, the way of feedback, and the status affected feedback in rural junior high schools. By exploring the relationship between classroom feedback and students’learning motivation, the study makes a better way to use teacher’s classroom feedback to improve the quality of teaching.According to the data collected, the results of this study are as follows:1, English teachers know clearly about teaching purpose in teaching, taking into account the students’ self-esteem when they feedback to the student’s response to questions.2, In the English classes, teachers often give feedback to the student’s answers, but the form is relatively simple and uninspiring.3, The English teachers in the teaching process know what they should do, but the action what they do is deviation from theory behavior unconsciously.4, English teachers’classroom feedback has important significant on students’ learning.5, The English teachers’emotion in evaluation will be affected by environment and other factors in class.Through the analysis of data and integration of theory, this study has the following revelation:1, English teachers should do more activity inside and outside the class to stimulate students’ learning motivation.2, In English class, teachers should strengthen the consistency of the theory and practical action, and minimize the adverse impacting on classroom feedback caused by external factors.