A Study On Problems And Countermeasures Of Teacher Evaluative Feedback In Senior High School English Classroom

In senior high school English teaching, teacher feedback is an essential aspect of teachertalk，which plays an important role for English teaching and learning. As a major tool inteacher-student interaction and main source for students to obtain comprehensible input,teacher feedback has immediate impact on the success or failure of English classroomteaching. It is also an indispensable tool for teachers to carry out teaching tasks and toorganize appropriate teaching activities. Therefore, the important role of teacher feedback inimproving classroom teaching and language acquisition cannot be underestimated. In recentyears, New Basic Educational Curriculum Reform emphasizes to stimulate the interest ofstudents, guide students to participate in teaching activities actively, and improve theefficiency of classroom teaching, which put forward new requirements for English teachers.However, in the real English teaching classrooms, there are a variety of problems existing inteachers’ evaluative feedback. In order to improve the quality of English teaching, we need tofind solutions to optimize the teacher evaluation feedback and we also need to conductin-depth study into teacher feedback so as to propose appropriate countermeasures.This study adopts quantitative and qualitative analysis to investigate senior high schoolteacher feedback based on the background of English classroom teaching, aiming to study theinfluence of teacher evaluative feedback on students’ language output, the common types ofteacher feedback, and students’ attitudes and evaluation towards teacher feedback. The authorchose152students in the second grade in Panjin Second Senior High School in the city ofPanjin, Liaoning Province, as the research subjects in this study and carried out15-weeksurvey. This study systematically analyzed classroom evaluative feedback by using threeresearch methods such as questionnaire, classroom observation and interviews. The followingconclusions are drawn. First, most teachers realize that feedback can promote thedevelopment of students’ language abilities and they are able to use some feedback strategiesin the English classroom. Secondly, the proportion of teachers’ discourse is too large inEnglish classroom, resulting in students’ listening more and talking less. Thirdly, thedominant way of interaction between teacher and students is to ask questions and then giverelative feedback. Most of teachers leave too short waiting time to students after they askquestions, which make students unable to either participate or express their ideas well.Fourthly, the frequency of teachers using simple praise is the highest, which is not completelyconsistent with students’ expectations and preferences. Based on these conclusions, it can beseen that the implementation of teacher feedback is not optimistic, and teachers can’t takeadvantage of feedback fully and effectively to enhance the English classroom teaching. Therefore, the author proposes that in order to improve the quality of English teaching insenior high school, we should take positive countermeasures, such as improving the overallEnglish teachers’ language quality and proficiency, particularly the abilities of usingappropriate classroom evaluative feedback. Teachers should be encouraged to conductself-analysis and self-reflection. Teacher evaluative feedback in English classroom ought to beroutinized and standardized, and develop to be one of the most effective means of promotingsenior high school English teaching in China.