A Survey Of Teachers’ Verbal Feedback In Senior High School English Classroom

Xinjiang is located in the northwest of our country. Its special geographical environment and economic development level restrict the education’s scale and speed.Besides, with humble teaching facilities English teaching level and students’ study level are relatively backward compared with the coastal areas. Therefore, research for English teaching in this area is urgent and necessary. In order to improve teachers’ language quality and the efficiency of interactive classroom, this thesis did a servey of teachers’ verbal feedback in No.8 middle school in Urumqi.This study adopts classroom observation, recording, questionnaire, interview and experiment to collect data, and after analyzing the data, the study has got these results:1.There still exist some problems about teacher’s feedback. Teacher talk occupies large proportion in the total amount of classroom time but teacher’s feedback occupies small proportion in teachers and students’ talking gross. 2.Teachers usually used the following kinds of feedback(from the higher freququency to the lower): simpleness, praise,ratification, clear correct, guide self-correct, restatement, negotiation of meaning, praise with expansion. But from the results of questionnaire and interview, students put the order like this: ratification, praise with expansion, negotiation of meaning, guide self-correct, simpleness, praise, ratification and clear correct. We can see that the actual teaching feedback is different from the expectation of students’. 3.According to the postive and negative perspectives, students favored types of positive feedback are(from most favorite to less favorite): praise with expansion, praise with repeat, praise with evaluation, guide self-correct and simple praise. However, in classroom teachers used simple praise most, so it also shows that the actual use of positive feedback is different from students’ expectations. Students disliked the explicit correction most because it dampens students’ enthusiam so teachers should pay more attention to students’ actual needs and choose appropriate feedback types.It is shown from the study that currently, teacher’s feedback can not suit with the needs of students. Teachers can not use it fully to conduct the teaching. However,experienced teacher can do better interaction with students compared with young teacher,in addition, the language output of their students is also larger than young teacher’s students. This deserves the young teacher to learn. If given enough training, these skills can be mastered by young teachers gradually.