A Study Of Teacher Feedback In Junior School English Classroom

Teacher feedback discourse is an important aspect of teacher talk, whichis not only an important tool for teachers and students to interact, but also animportant factor in relation to students’ language input and output, so itplays a crucial role in improving classroom teaching and learners’ languageacquisition. In recent years, with the advance of new basic educationcurriculum reform and curriculum implementation, more and more attentionwere paid to stressing the need to stimulate students’ interest, guide studentsto actively participate in classroom activities and to improve the efficiencyof classroom teaching. The classroom of elementary education stage isdifferent from the characteristics of higher education classroom, and thisphase of research on teachers’ feedback discourse usage will further expandthe research scope.Teacher feedback,as an important part of teacher talk, has widelyrecognized in language teaching and second language acquisition. As anessential part of language teaching, teacher feedback can organize andelicit students to participate in classroom communicative activities to createopportunities for students to express ideas and exchange of information, soas to promote language learning. English teaching is mainly launched andadvanced by a series of “teacher’s initiation, students’ response andteacher’s feedback”. The research is to study teacher feedback occurring in the English language classroom. Ur (2000) defined teacher feedback asinformation that is given to the student about his or her performance of alearning task, usually with the objective of improving this performance. Thisthesis attempts to investigate the situation of English teacher feedback inmiddle school classroom. Through classroom observation, the authorrecorded and analyze teacher’s classroom feedback language, offeredsuggestion of improvements and explore strategies for effective feedback,which can further encourage teachers to introspect their preferences andhabits of using feedback and discourse in order to improve the quality offeedback and offer some inspiration to improve the effectiveness ofclassroom teaching. According to classroom observation and questionnaire,the author has analyzed the situation of using the feedback language of twoteachers in the classroom as well as some classroom fragments. From thetheoretical and practical perspective, this paper discussed that teacher adoptthe feedback methods in favor of students’ study, paid attention to classinteraction and focused on the role of teacher feedback on promotingstudents’output as well as stimulating classroom interaction.Through research, the paper gets the conclusions: With the great effortsof curriculum reform, English teachers have gradually realized theimportance of feedback in the classroom, feedback mode appearsdiversification which greatly increases the students comprehensible input,and promote students’ discourse more output; different teachers and different students have preferences on feedback forms; the affect ofclassroom teacher feedback on students’ emotional aspects of languageproduced both positive and negative impacts; part of classroom discourse onstudent feedback language output and classroom interaction have a goodrole in promoting.This paper consists of five parts. The following are the briefdescriptions of each of the chapters. Chapter one gives a brief introductionof the thesis. It briefly depicts the background and significance of the study.Chapter two presents the theoretical framework and literature review ofteacher feedback in terms of the definitions, classification and functions andresearches on teacher feedback in China and abroad. Chapter three isconcerned with the research methodology. Chapter four is about the resultsand discussion of this study. It shows the results of the research questionsand a detailed discussion. The last Chapter is the conclusion part, whichcovers the major findings and the implications that the author get from thisstudy. The limitations of this study are also included in this chapter.