Research On Teacher’s Feedback In Senior High School English Classroom

Effective classroom teaching and active teacher-student interaction have long been a class model that is valued by scholars home and abroad. As a crucial part in this kind of class model, teacher’s feedback has a great effect on student performance. So in the past thirty years, scholars home and broad have done a lot of researches on teacher’s feedback. However, researches of our country mainly focus on college classroom or primary classroom while little attention is given to ordinary senior high schools, so the author feels the urge to find out the current situation of teacher’s feedback there.The theoretical foundations of the thesis are interaction hypothesis and scaffolding theory. By means of classroom observation, teacher questionnaire and student questionnaire, an empirical study has been conducted in Jiangxia No.1Senior School of Wuhan. It aims to find out the current situation of teacher’s feedback in senior high school including major types of teacher’s feedback, functions of different types of teacher’s feedback and factors that influence the effectiveness of teacher’s feedback so as to find out proper feedback strategies that are suitable for senior high school.The findings indicate that due to huge pressure from college entrance exam, high school English classroom interaction between teachers and students and also forms of teacher’s feedback are really not satisfactory. Besides, in practical class that is characterized by grammar-vocabulary teaching, teacher’s feedback still doesn’t receive due attention. According to the results of the research, senior high school English teacher’s feedback can be divided into three categories:collective feedback and individual feedback; verbal feedback and non-verbal feedback; positive feedback and negative feedback. These three types of feedback are categorized by the difference of recipients of teacher’s feedback, the forms of teacher’s feedback itself and the functional nature of teacher’s feedback. They appear alternatively and complete each other. Despite the fact that teachers apply these feedbacks from time to time, not all the teacher’s feedbacks are effective. In light of this, the author suggested:1.Teacher’s feedback should be student-centered and based on the specific condition of individual student including their level of English proficiency, personality type and class performance;2. Teachers’ feedback is better to be vivid, spontaneous and diversified instead of being stereotyped and grammar-focused all the time;3.When giving feedback, teachers should take efficiency policy into consideration, applying feedback that is most understandable and acceptable for students.