The Effects Of Teacher Feedback On Students’ Oral Production In English Classroom Of Senior High School

Teacher feedback is an important part of teacher talk and a vital link between teachersand students’ interaction. It is of great help in classroom teaching. Effective feedback in theclassroom can not only offer students more comprehensible input but also improve students’output. It stimulates students’ enthusiasm and initiative in language learning. Recent years, inthe field of second language classroom interaction research, teacher feedback has been paidmore attention to by scholars. Lots of researchers have done researches on the way ofinitiating questions, teacher feedback’s characteristics and functions, which have made muchinsight into the foreign language teaching and learning. However, most of them have beenconducted in college English classroom. Little attention has been paid to the effects ofteacher feedback on language acquisition of students, especially on students’ oral production.Therefore, it is necessary to do a further study on the effects of teacher feedback on students’oral production in EFL classroom of senior high school.The thesis is aimed to explore which types of teacher feedback would promote students’output production and increase students’ involvement effectively. Based on the Input, Output,Interactional Hypothesis and the I-R-F model in classroom discourse analysis, the researcheradopted classroom observation, recording and questionnaire in the study to collect materialsand analyze the data. It is through the analyses of classroom observation and teacherfeedback that the present situation of teacher’s feedback in senior high school and the maintypes and characteristics of teacher feedback are learned about. Then students’ attitudestowards feedback are analyzed in the questionnaire in order to learn about the effects ofteacher feedback on student’s output in target language.The results of the study show:（1）Most teachers think much of feedback, and varioustypes of feedback are used in the classroom.(2) Positive feedback is of great help to promotethe classroom interaction and students’ output production. But “elicitation” and “clarificationrequest” can be more beneficial to promote the output production of students.(3) Most of thestudents expect their teachers to provide more positive feedback. When the answers theyoffer are wrong, they expect the implicit corrective feedback and tend to find the right answerby themselves with teachers’ help. Teachers should offer students more chances for practice in the target language and givethem help and guidance with the purpose of encouraging students’ involvement in theclassroom interaction. Teachers should make full use of positive feedback and enrichfeedback strategies and contents, optimize the effects of teacher feedback on the achievementof students’ target language in order to make the interaction in senior English class better.