A Study Of Teachers’ Feedback In Junior High School English Classrooms

In our classroom teaching, teacher talk is the carrier of teaching, but also learning object. Because of this, so the teacher discourse wide attention from foreign and domestic scholars. While the teacher feedback is the most important part in teacher talk, it can not only reflect the students answered questions, but also can understand the students to master the target language. From this perspective, the status of teacher feedback language in classroom teaching is very important.This thesis choose the teachers in China, junior middle school English classroom teaching verbal feedback as the main object of study, also in Micheal Long’s interaction theory and based on the theory of second language acquisition, affective factors, using a variety of ways to the research, such as classroom observation, recording and questionnaire survey. It is hoped that through these studies, some suggestions on how to improve the quality of teacher feedback are given, and some suggestions are given for the problems.In this thesis, the main research questions are as follows: first, the use of teacher feedback in English classroom teaching in junior high school in china. Two is the main characteristic of excellent teachers’ classroom feedback. Three are teachers and students’ preferences and biases to teacher feedback.The research results can be obtained by the following points: one is the Chinese middle school English teachers’ feedback problems in use, in the classroom discourse in classroom discourse, the proportion is very large. The two is generally speaking good English teachers in verbal feedback tha n the general teachers should pay more attention to, and they are more effective in the use of various feedback strategies to promote students’ learning enthusiasm. The three is different from both teachers and students have different preferences for teach er feedback, teacher feedback effects on students’ emotional is different.The research results for English classroom teaching has great effect, the teachers of English in China to strengthen understanding of classroom feedback discourse, in the classroom feedback discourse use to constantly sum up experience, improve feedback techniques, so that students can learn better knowledge of English.