| Teachers’ feedback means the evaluative information concerning the degree to which acertain learning task is fulfilled by the students in order for the students to improve theirlearning. In order to promote the efficiency and quality of classroom teaching under thecircumstances of the New Curriculum Standard, this thesis mainly attempts to explore thecategory and characteristics of the excellent English teachers’ classroom feedback in theJunior Middle School. In order to be informed of the teachers’ classroom feedback, we haverandomly taken classroom memoir samples of6teachers mainly involving four femaleteachers and two male teachers from the8thViewing and Emulating Seminar of NationalJunior Middle School English Teaching held in Qingdao in April,2010, focusing on the typesand characteristics of their classroom feedback.Firstly, we have found there are mainly two kinds of classroom feedback---singlefeedback and mixed feedback in their teaching. There are eight types of single feedback,including positive feedback, explicit correction, elicitation, clarification request, repetition,recast, extension and evaluation, and five types of mixed feedback are involved---positivefeedback plus repetition, positive feedback plus recast, positive feedback plus evaluation,repetition plus evaluation and repetition plus extension.Secondly，we concentrate on characteristics of the excellent English teachers’ classroomfeedback in junior middle school, which are supposed to contain the following5aspects. Atfirst, there are some difference in the distribution of different types of classroom feedback,either the single feedback or mixed feedback. Of those feedback, there are mainly4kinds ofsingle feedback of higher frequency that are employed by the excellent English teachers, thatis to say, positive feedback, repetition, elicitation and explicit correction, which have rankedas top four in this survey. In terms of the mixed feedback, positive feedback plus repetitionand positive feedback plus recast are always made use of with a higher frequency, ranking thetop two. Apart from this, we have still found that the separate IRF mode has predominated inthe interaction of turn-taking between teachers and students which is supposed to end up with the teacher’s feedback. In the meantime, the mode of the turn-taking interaction of theconstant IRF has just made its appearance with a lower frequency, which is almost one-fourthof the separate IRF mode. Furthermore, we have also discovered whether in terms of thetypes of feedback or in terms of the frequency of feedback, there exist some comparativelydramatic differences in the application of classroom feedback by the various excellentEnglish teachers in junior middle school, which is expected to be greatly associated with theteachers’ teaching ability, teaching style, and so on. In addition, the application of differenttypes of classroom feedback is often vulnerable to different class types and classroom designs.With regard to the two major class types in this survey, that is to say, new class and revisionclass, the application of various classroom feedback has ranked respectively as listening andspeaking class, comprehensive practice class and revision class, based upon the descendingorder of their frequency. Last but not the least, there exist some differences in the feedbackcontent. It is noteworthy that even the excellent English teachers in junior middle school aremore likely to attach much more importance to such forms in their feedback as the students’pronunciation, vocabulary and grammar. On the other hand, the teachers have neglected themeaning in feedback, that is to say, the expansion or evaluation of the content.Just as the saying goes---select the essence and discard the dross, we do hope that thisresearch may shed much light on how to improve teaching feedback so as to enhance theefficiency and quality of classroom teaching for the vast majority of the English teachers injunior middle school. |
PDF Full Text Request