A Study On Teacher’s Feedback And Its Effect On Student Questioning In Senior High School English Class

Based on interaction theory, Swain’s output hypothesis and affective filter hypothesis,this essay highlights how the teacher’s feedback affects student questioning in English class.The main research questions addressed are:(a) What kinds of teacher’s feedback do the students like? Whether good and expectedways of teacher’s feedback can improve students’ English learning?(b) Is there any correlation between the English learning and teacher’s feedback?(c) How can teacher’s feedback promote student questioning in English class?(d) How does teacher’s feedback develop students’ ability to discover, analyze and solveproblems?The study chooses60teachers of English and300students of grade one as the objects.The data of the questionnaires and interviews are dealt with quantitative method. Through theanalysis of the data, the relevant findings are summarized. Most teachers have noticed theimportance of teacher’s feedback and contributed an appropriate portion of teacher’sfeedbacks in the classroom interaction. From the data, the author finds there are someproblems in teacher’s feedback: teacher’s feedbacks are single and simple in actual teachingbecause of students’ great pressure of entrance examination and teacher’s lack of theoreticaltraining. Besides, the language is less courageous to motivate students. The author is alsosurprised to find that some students welcome the negative feedback. And teacher’s feedbackand students’ academic achievement are perfect correlated. The teacher usually gives thegood students more feedback, and the good students will more interact with the teacher, andthen the effect of the feedback is much better. From the analysis of the relation between theamount and types of teacher’s feedbacks in classes and student questioning, the authorrealizes that the more various types of teacher’s feedbacks the teacher applies, the morestudents’ questioning will create in classes.Illustrated the affect of different teacher’s feedbacks on student questioning and resultdiscussion, several implications are drawn from the research: in classroom teaching, theteacher should protect the students’ motivation as much as possible, be selective in correctingthe errors and mistakes of the students in different types of classes, take the students as thecenter of the classes, create more chances for students to participate in classes, and applyvarious types of teacher’s feedbacks to stimulate the motivation of students. During theclassroom interaction, harmonious and active atmosphere will be created, and both theteacher and students can benefit a lot, especially the students’ English language performance will be improved.