A Study Of Teacher's Feedback And Its Effects On Students' Noticing In Junior High School English Class

Most students begin to learn English systematically and comprehensively in junior high school. During the teaching and learning process, teacher's output is a key element. As an important part of the teacher's output, teacher's feedback builds a bridge for the interaction between teachers and students. Feedback here refers to teacher's verbal or nonverbal reaction towards students' academic performance. Teacher's appropriate feedback can arouse students'noticing, increase their knowledge level, affect their cognition and emotion positively and thus enhance students' academic level. Based on the study of the general situation of teacher's feedback and its effects on students' noticing, this paper aims at giving suggestions for employing effective feedback to promote students' noticing thus improve their English learning.This study lasts for four months. It takes 30 teachers and 130 students as the participants. Through classroom observation, written feedback analysis and questionnaires, the research mainly focuses on teacher's feedback and its effects on the students' noticing, trying to answer the following questions:1) What is the distribution of teacher's feedback? What are its features and existing problems? 2) How does teacher's feedback affect students'noticing? What is the most effective feedback affecting students' noticing? 3) What are the students' attitudes towards teacher's feedback?Through the statistical analysis, the author draws the following conclusions.1) As for oral feedback, simple feedback is most teachers' preference and among different types of simple feedback, repetition occurs most frequently. The majority of the teachers know how to avoid negative feedback. Among different kinds of complex feedback, simple recognition with repetition takes the highest rate. As for written feedback, teachers use more simple evaluation. A variety of positive feedback is usually used but most of it just puts stress on content and in some degree simple in form and insufficient in quality.2) Most teacher's feedback can arouse students'noticing but it is not good enough to help them solve their problems. Elicitation is an effective way of feedback.3) The majority of the students think that teachers should give proper feedback most of the time. However, nowadays some teachers' feedback is still too simple and not clear enough, which needs to be solved.Based on the results of this study, the author puts forwards the following suggestions.1) Teachers should learn to use effective feedback such as elicitation, which is an effective way of feedback to arouse students'noticing. Moreover, the timing of feedback is also important. Feedback given at the right moment can arouse students'noticing more effectively. At the same time, teachers should be aware of their teaching behaviors and strengthen their ability of theoretical study.2) Teachers should improve the quality of their feedback. They should try to avoid excessive use of simple mechanical feedback and enrich the content of their feedback.3) Ambiguous feedback should be avoided and they should try to give specific feedback due to students' different performance. For the students, they should also think more about teacher's feedback and when teacher's feedback is insufficient or unclear, students should try to point it out so that the teacher can clarify it.