| As a crucial part of the classroom language, teacher talk has drawn extensiveattention of scholars abroad. Chinese scholars began to study teacher talk at the end ofthe20th century, especially after the new curriculum reform, teacher talk has attractedmany scholars’ attention again. Teacher feedback, as an important part of teacher talk,also has aroused many people’s interest. Teacher feedback is not only an importantchannel for students’language input and interaction, but also an important way to createhigh-efficient classroom and new style relationship between teachers and students,which make a great contribution to elevating the classroom teaching quality andpromoting the students’ English acquisition. However, there are still some problems ofthe current studies of the middle school English teacher feedback, for example, mostEnglish teachers lack the knowledge of teacher feedback, especially for its conception,emotional function and so on. Besides, a lot of middle school English teachers do nothave a clear understanding and deep thinking of the current problems of the teacherfeedback in their teaching process. They do not have the awareness of using teacherfeedback. Most of the teacher feedback is full of arbitrariness. Therefore, the paper triesto solve the following questions based on the Krashen’s comprehensible input andaffective filter hypothesis, some psychological theories and the new curriculum ideas.(1) What is the middle school English teachers’attitude toward teacher feedback?(2) Do they know the function and mechanism of teacher feedback?(3) What is the current situation of middle school English teachers’ using teacherfeedback?(4) What is the proportion of teacher feedback in classroom language and teachertalk?(5) What is the teachers’ and students’ preference to the different types of teacherfeedback? (6) How to improve the middle school English teachers’feedback awareness?The author makes a throughout and comprehensive survey and analysis through thedocument analysis, survey method, interviews, quantitative and qualitative analysis,then the following conclusions are drawn:(1) Some English teachers have realized theimportance of teacher feedback, the data show that teachers’ attitude toward thefunction of teacher feedback is diversification, but in the real classroom, they pay lessattention to it.(2) The classroom survey shows that the percentage of teacher feedbackis still large in teacher talk, teacher feedback accounts for34.2%.(3) From theperspective of its character and function, the author finds there is a great differencebetween the usage of teacher feedback and the students’expectation.According to those problems, the author tries to put forward some suggestionsfrom the perspective of its emotional recognition based on the new curriculum ideas andpsychological theories:(1) Teacher feedback should be student-centered andteacher-guided. Teachers need to encourage students to participate in the classroomactivities and build a harmonious class atmosphere as well as create an eco-classroom.(2) The negative feedback should be tactful, friendly, patient, instructive and tolerant.(3)Teachers should give students a positive feedback once they find a shining point fromthe students, which can arouse students’ enthusiasm to take part in the classroomactivities.(4) Teacher feedback should be humorous, suitable and acceptable forstudents. In conclusion, teacher feedback, as the crystallization of teacher wisdom, is areflection of teachers’ excellent teaching skill. The purpose of the study is to enhancethe middle school English teachers’ awareness and skills of using feedback, which canmake students as the center of classroom teaching, making the students touched, movedas well as delighted by teacher’s affability. In this way, teachers can build a harmoniousand effective classroom and realize their dreams of self-improvement andself-development. |
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