Teaching Experiment Study On The Influence Of English Teacher’s Discourse Feedback On Students’ Creative Question-asking Ability

This research mainly investigated the students of Grade 7 andtheir English teachers, and comprehensively used the methods ofinterviewing, questionnaire, measurement, and teaching experiment,to survey students’ like towards their English teacher’s discoursefeedback, to discover and discuss the current situation of discoursefeedback from English teacher in Middle School class, to find outMiddle School Students’ like towards their English teacher’sdiscourse feedback, to analyze the influence of the discoursefeedback from English teacher on students’ creative question-askingability. Mainly findings from this research as followed:1. Middle School English teacher lack of consciousness , art,science of discourse feedback; their feedback are subjective, at will,simple, and they generally give the first place to none-discoursefeedback.2. Middle School Students like positive discourse feedback fromtheir English teacher, such as: affirm, praise, guide.3. Teachers’ discourse feedback has a notable influence onstudents’ creative question-asking ability. Positive discourse feedback could improve students’ creative question-asking ability.4. Positive discourse feedback from English teacher hasremarkable influence on creative question-asking ability of differentstudents. The increasing margin of creative question-asking ability ofmedium-ability students and high-ability students is obviously higherthan and low-ability students.5. Positive discourse feedback from English teacher hasprominent influence on creative question-asking ability of differentgander. The increasing margin of creative question-asking ability offemale students is higher than male students.