A Case Study Of Teacher Feedback Used In Listening And Speaking Class In Junior English Teaching

As the language carrier of the classroom teaching, teacher talk has been a hot topic studied by a lot of researchers both at home and abroad. Teacher feedback is an important part of teacher talk, which is not only used to evaluate the students’ performance in the English classroom, but also an important way to provide language input for students. Teacher feedback can help students understand the teaching contents better, encourage students to produce more and better language output, improve students’performances, and promote classroom interactions. In addition, it can help teachers to evaluate their own teaching outcome. Therefore, teacher feedback plays a very important role in English classroom teaching.This thesis talks about the definition and classifications of teacher feedback, and also studies different types of teacher feedback from the perspective of students’ immediate language output. This research aims to know: 1) the frequency and proportion of each type of teacher feedback used in listening and speaking class in junior high school English teaching. 2) What types of teacher feedback can elicit more students’immediate language output in listening and speaking class in junior high school English teaching; 3) What types of teacher feedback the students prefer in listening and speaking class in junior high school English teaching.The implications of this study are: Firstly, in the listening and speaking class in junior English classroom, teachers should provide students with more opportunities to speak the target language and participate in classroom interactions. As for students’ classroom performances, teachers should give them proper and timely feedback. Secondly, according to the findings of this study, simple approval, elicitation, and further ask should be used more in order to elicit more students’ language output. While repetition and explicit correction should be avoided as much as possible, because they can not help elicit students’immediate language output and also disliked by students. Thirdly, teachers should use different types of feedback skillfully according to the characteristics of different students and situations so as to help students produce more and better language output and classroom performances, make the classroom interaction go more smoothly, and optimize the teaching outcome.