A Study Of Teachers' Feedback In College English Class

In the modern college English class,we advocate the student-centered classroom teaching instead of the traditional teacher-centered one.Interaction is not only the medium that students use to learn,but also the destination that our new curriculum destines to attain.Teachers' feedback,which is a significant part of teacher talk,has great influence on the interaction between teachers and students.Teachers' feedback refers to the verbal information or evaluation offered by teachers to students' answering in class,hoping to improve students' learning or encourage class participation.The domestic research started from 1980 s,and concentrated on college and high school teachers' feedback.The author also has great interest in its using situation in college English class,so the author did the survey through class observation and questionnaire,aiming to figure out the four problems: What are the types of teachers' feedback used in college English class? What is the allocation of teachers' feedback used in college class? What are the functions of teachers' feedback used in college English class? What are teachers' preference and habits in using feedback and what are students' preferences to teachers' using of feedback?The author did the research in HuaiHai Institute of Technology,and chose four English teachers who taught 160 students of four classes majored in marketing management.After analyzing transcribed recordings and collected data,the author concluded the following three points: first,the types of feedback used in college English class,and they are listed according to their using frequency from high to low.In positive feedback,the sequence is positive feedback with tags,simple positive feedback,positive feedback with repetition and trigger positive feedback.And in negative feedback,the sequence is elicitation,calling another student,recast,explicit correction,classification request,repetition,and meta-linguistic feedback.Among them,positive feedback with repetition and call another student are the newly found types of the author's.They are not included in the classifications according to the theories the author adapted.Second,each feedback has specific functions that suit for different situation.Third,there are differences between teachers' and students' preferred types of feedback.According to the above findings,the author put forward the following suggestions for college English teachers: first,to know the importance of teachers' feedback theoretically;second,to master as many kinds of feedback as possible;third,to improve the quality of feedback;fourth,to change to cater for students' preference to the types of feedback.