A Correlation Study Of Junior School English Teacher Classroom Feedback And Students' Oral Production Ability

Teacher feedback discourse is an important aspect of teacher talk, which is not only an important link for teachers and students to interact, but also an important factor in relation to students'language input and output. So it plays a crucial role in improving classroom teaching and learners'language acquisition. Effective feedback in the classroom can not only offer students more comprehensible input but also improve students'output. It stimulates students'enthusiasm and initiative in language learning. Recent years, teacher feedback has been paid more attention to by domestic and abroad scholars. Lots of researchers have done researches on features, ways and functions of teacher feedback. However, little attention has been paid to the effects of teacher feedback on students'oral production. Most of these researches are mainly focused on the feedback in colleges. Comparatively fewer related researches are made in junior schools. Especially the relation between teacher feedback and the fluency, accuracy, and appropriateness of students'oral production. So it's necessary to make a further study on teacher's feedback in junior school English classrooms and take it as the research object.Based on Krashen's Comprehensible input Hypothesis, Swain's Comprehensible output Hypothesis, Micheal Long's Interaction Hypothesis as well as IRF in classroom discourse analysis, the researcher adopted interviewing and classroom observation in the study to collect materials and analyze the data. This thesis makes a relevant research among teacher feedback with the fluency, accuracy and appropriateness of students'oral production. An oral test was employed in the two classes after a period of class observation and recording. Then the researcher built the correlation between the test grade and teacher feedback. The data were processed by SPSS17.0 Software.The result of this study shows that:some problems are still existed in teacher feedback at present. There exists great difference between excellent teacher and novice teacher in discourse feedback. Each element of positive feedback and negative feedback has different correlation to the fluency, accuracy and appropriateness of students' oral production respectively. However, some does not have correlation statistically. Some meaningful implications are drawn based on the present findings and the following suggestions are put forward to improve teachers' feedback in junior high school English classrooms:Teacher should improve feedback and use different feedbacks flexibly basing on teaching goal, students'responses and preference to teacher feedback.In addition, there are some shortages in this study. For example, not many study objects, sample lack of broad representation and the correlation analysis is not comprehensive enough. Future research should expand scope of the study to collect more detailed data on the basis of this and other topics into a more comprehensive and objective analysis of the real argument.