English Teachers’ Classroom Feedback Of Senior High School In The Horizon Of Dialogue Teaching

With the overall launch of English curriculum reform, classroom teaching has become the focus of increasing English educators. "English curriculum standard" requests that the development of students be the basis and promotion of students’ language ability be the ultimate goal. Dialogue teaching in English classroom is an effective way to achieve the ultimate goal. However, in the current teaching practice, teachers’ classroom feedback, an important part of classroom dialogue, inhibits the smooth implementation of the classroom dialogue, affecting the realization of the goal. on one hand, many teachers lack the correct understanding of the nature and significance of classroom feedback and improperly use feedback strategies, which results in the blind and random state of feedback. on the other hand, Teachers controls the voice in classroom communication. Meanwhile, students are in a weak position, which leads to "false dialogue" and seriously hinders the smooth implementation of dialogue teaching.Based on language acquisition theory, social constructivist theory and dialogue teaching theory, the study concludes the essence of English teachers’ classroom feedback in the horizon of dialogue teaching is a new questioning, which is decided by the question priority and recursion of dialogue teaching. Classroom feedback in the horizon of dialogue teaching has five main characteristics: equality, interactivity, recursion, openness and situationality. Combined with observation, recording, text conversion and other research methods, the author analyses the cases of teachers feedback on English lessons and point out the problems of English teachers’ classroom feedback under dialogue teaching. Finally, some feedback strategies are put forward to promote dialogue on English lessons.The thesis can be divided into three parts. Part one, first three chapters, is the theoretical basis of this research. This part introduces research background, purpose and value and research methods; related research in China and abroad: mainly review of the literature about feedback and dialogue; theoretical foundation: language acquisition theory, social constructivist theory and dialogue teaching theory.Next three chapters form the second part, which is the core content of this study. Based on the theories above, the author summarizes the essence and features of English teachers’ classroom feedback from the perspective of dialogue teaching. Through analysis of feedback cases in English classes, the author illustrates the problems of feedback that inhibit the recursion of dialogue. According to the statements above, feedback strategies from five perspectives are recommended to promote dialogue on English lessons.Chapter seven is the last part, which is the conclusion of the study. Based on the case study,the author makes some reflections.This study aims to help more English educators understand the concept of dialogue teaching and improve the level of English teachers’ feedback in class through analysis and study of English teachers’ Classroom Feedback in the horizon of dialogue teaching. Hopefully, the concept of dialogue teaching can integrate into teaching practice.