A Study On The Scaffolding Functions Of Teacher's Feedback In Junior Middle School

With the advance of the compulsory education curriculum reform,teacher talk,especially teacher feedback has received more and more attention.The researchers have actively explored various forms of feedback to promote teacher-student interaction and students' second language acquisition.At present,there are some problems concerning teacher talk,such as overmuch teacher talk,the absence of students' participation and the lack of ability to learn independently.The importance of teachers' feedback and the problems existing in the classroom have made it necessary for us to make a further study of teacher feedback.The research on the function of feedback is relatively scarce,and the those concerning the feedback given by middle school teachers is more rare.Middle school is an important period for students to cultivate interest in English and autonomous learning.It is also a critical period of language,cognitive and emotional development.Therefore,it is of great significance to study the feedback function of middle school teachers.This thesis aims to observe and record the real classes in a middle school and analyze the collected data to reveal the scaffolding function of teacher feedback on learners' language development,cognitive development and emotional development as well as summarize the characteristics of the scaffolding function of teacher feedback.The findings of the research are presented as follows: Teacher feedback provides students with emotional scaffolding by fostering learning interests and keeping students' attention on the task as well as helping students to overcome frustrations.Teacher feedback provides students with cognitive scaffolding by teaching learning strategies and reducing the degrees of difficulty in completing a task as well as modeling the thinking process.Teacher feedback provides students with linguistic scaffolding by recalling students' already existing knowledge and experience and developing their ability to self-correct.Based on the above findings,the paper explores three key characteristics of the scaffolding functions of teacher feedback and provides some teaching suggestions as well.