| As for the junior high school students, class is the main way that they learn English,so the positive classroom participation is a necessary condition for them to learn Englisheffectively.A large number of surveys and researches have showed that: the teacher is one ofthe important factors that influence students’ participation in class activities, whileteacher’s feedback is a crucial aspect among teachers’ activities. The teacher’s feedbackcan be divided into two types: one is verbal feedback, the other is non-verbal feedback.Many researchers focus on the importance of the teachers’ feedback concerned with thestudents’ learning. On the one hand, teacher’s feedback could provide students withevaluating information, and make students realize whether their own language behavioris correct or has some deficiencies; on the other hand, it directly affect the students’emotion and their English learning efficiency, so it has close relation with students’ classparticipation. Only let more students keep good psychological quality, maintain apositive and optimistic state, can make the English learning process develop smoothly.In recent years, the researches about the teacher’s feedback are increasing, butthere are few studies referred to the relation between the teacher’s feedback and students’class participation. The thesis inquires into the feedback forms that the teachers mainlyuse in class and the effects of teachers’ feedback on students’ class participation. The aimof the thesis is to help the teachers find more efficient techniques to motivate thestudents’ participation in junior high school English class by investigating the differentways of teachers’ feedback and the students’ attitude toward them.The target participants in this research are226students in4parallel classes of thesame grade (the2nd grade) and15English teachers from Xi Shuyuan Junior HighSchool in Qingzhou, Shandong province, which is one of the local common junior highschools. The author mainly adopts questionnaire and class observation to see thefeedback forms that teachers commonly use and the students’ class participation in class.In order to learn the students’ attitude to the teacher’s feedback, the author conducts thequestionnaire in four classes and interviews four students of different levels. The investigation suggests that the teacher’s feedback plays a crucial role in the students’class participation. At the same time, based on the questionnaire and classroomobservation, it is found that the teachers could use several feedback techniques in theclassroom teaching, however, simple praise is the one that used most and its percentageis far higher than the other feedback forms. But through the individual interview andquestionnaire, the writer finds that the students want the teachers’ eye feedback, gesturesand body language much more. Therefore, there is a gap between the employment ofteacher’s feedback and the students’ expectation, which requires the teacher to pay moreattention to the usage of the other feedback techniques.The results of this paper are expected to help teachers raise feedback in moreeffective ways, contribute to promote the students’ class participation, and improve theeffects of the junior high school English teaching. |
