A Survey On The Effect Of Teacher Feedback In Junior Middle School English Teaching

Teacher feedback is a powerful factor that can have an influence on students’ learning motivation. Teacher feedback refers to the verbal or non-verbal reaction to language, forms, contents, or other information concerned with students’ learning behavior. As an important component in teacher-student interaction, teacher feedback is one of the main sources for students’ language input. Effective teacher feedback is not only a reflection of respecting the students’active role in learning, but also can have a positive effect on students’ language knowledge and emotions, which can create a harmonious environment for teacher-student interaction. On the contrary, ineffective teacher feedback will have a bad influence on the interaction and thus it’s not beneficial for students’ language acquisition. Therefore, it’s significant to study further into teacher feedback in the teacher-student interaction.At present, although researchers at home and abroad have done an abundant amount of researches on classroom teaching, their focus is mainly on teacher language and corrective feedback. There are few studies on the relationship between teachers’ classroom feedback and students’ learning motivation. Based on the process of English classroom teaching in junior middle schools, this paper made a survey on teachers’ and students’ attitude and preferences for teacher feedback. The aim is to find out teachers’ and students’ reaction to different kinds of feedback forms and to help teachers to find out the effective ways of feedback. At the end of the paper, the author tries to put forward suggestions on how to improve the quality of teacher feedback so as to increase students’ learning motivation and efficiency.The subject of the study is 87 junior middle school students randomly selected from 2 classes of Grade One and five English teachers who are teaching this grade in Luxiang Middle School of Wuhan. The author studies students’ attitude and preferences towards teacher feedback by means of questionnaire and has interviews with six students and five English teachers. The author distributes the questionnaires among two classes in Luxiang Middle School. Through the results of the questionnaire and interviews, it can be found out that teacher feedback has an obvious effect on students’ classroom participation. Positive feedback can promote students’classroom participation. It can also be found out that students prefer teachers to provide more feedback of gestures and body language. Therefore, students’ needs require teachers to pay attention to the use of different kinds of feedback skills.In conclusion, the study suggests that teacher feedback is a kind of effective English teaching strategy for English classroom teaching in junior middle schools. The use of different forms of teacher feedback can increase students’intelligible input and output. Teachers are supposed to use different types of feedback according to different teaching contents to effectively improve the quality of English teaching. Students’preferences for feedback also affect the effective use of teacher feedback.