A Study On Excellent Junior High School English Teachers’Feedback

Teacher feedback is an important medium for the classroom interaction between the teachers and students, which is very important in the English learning process. Effective teacher feedback can not only provide sufficient comprehensible input to arouse the students’ interest, but also promote the students’speech output and improve the students’ comprehensive abilities. This thesis aims to study the excellent junior high school English teachers’ feedback. It will study its distribution feature, appropriateness of timing and form, and influence on the students’ speech output and classroom interaction. General purpose of this study is to arouse the awareness among English teachers of the importance of teacher feedback, and thus improve their teaching efficiency and effectiveness.Based on the interactional theory and the error analysis theory, this study is carried out to solve the following questions:(1) What is the distribution feature of the excellent junior high school English teachers’ feedback?(2) How appropriate are the timing and form of the excellent junior high school English teachers’ feedback?(3) How does the excellent junior high school English teachers’feedback influence the students’ speech output and classroom interaction?In this thesis, the author collects a large number of classroom videos of excellent junior high school English teachers. She chooses from among them six teachers and their lessons. She observes the videos very carefully, transcribes them into the written words and then analyzes them with regard to teacher feedback. So she can conduct a careful study about the excellent junior high school English teachers’feedback in terms of the distribution feature, appropriateness of timing and form and the influence on classroom interaction.The results of the study indicate that the excellent junior high school English teachers pay much attention to giving feedback in their classes, and they often give positive feedback. The feedbacks mainly include asking continuously, simple affirmation, repetition or changed repetition and supplementation. These excellent English teachers do not give teacher feedback simply and mechanically, but dialectically and flexibly. The appropriateness of the timing and form of the excellent junior high school English teachers’feedback is high. They can give long second waiting time after the students give the answers and before the teachers give the feedback. The excellent junior high school English teachers tend to be positive when giving affective feedback, while objective when giving the cognitive feedback. In most cases, they give the positive cognitive feedback. When the students make mistakes, they will give negative cognitive feedback in case the mistakes reinforced in the students’ mind. Besides, the excellent junior high school English teachers improve the students’ speech output very effectively by making use of the feedback of asking continuously. In a word, teachers should try to give appropriate feedback in their classes. It can promote the students to take a more active part in class activities, hence improving their language competence.However, this thesis has its limitations. In this study, the author just analyses the verbal behavior between the teachers and the students. The nonverbal behavior is excluded. Moreover, due to the restrictions of objective conditions, the material is limited. Also, the classroom interaction is a very complicated process. It involves various factors between the teachers and the students. This study just analyses the influence of the excellent junior high school English teachers’ feedback on the classroom interaction from the perspective of teachers, while the factors from the perspective of students or the society are not considered. Limitations of these kinds, hopefully, can be resolved in the author’s further study in the future.