A Survey Of Current Situation Of English Teachers' Classroom Feedback In Senior High Schools

As a significant component of classroom activities,English teachers' classroom feedback has already drawn wide attention of scholars at home and abroad.However,the present researches on English teachers' classroom feedback in senior high schools at home are relatively limited.The study on English teachers' classroom feedback could help English teachers to apply it accurately,fluently,efficiently and systematically to the point.Meanwhile the study could also help the English teachers to figure out the current problems of their classroom feedback made in the process of teaching.Furthermore,the research aims to improve the language qualities of teachers and the efficiency of classroom interaction.Four questions in the paper are as follows:(1)What types of classroom feedback do English teachers use in senior high school classroom teaching?(2)What are the functions of different types of English teachers' classroom feedback?(3)What are students' attitudes and preferences toward English teachers' classroom feedback?(4)What are teachers' attitudes toward their classroom feedback? To answer the questions in the survey,the following methods are applied: classroom observation,questionnaire and interview.Six English teachers and 300 students in Yantai No.3 Middle School are taken as participants.SPSS22.0 is used to analyze the data.By analyzing the data,the author draws the following results:(1)There are a variety of types of English teachers' classroom feedback in senior high schools.Based on the classifications of its characters,there are six types: simple praise,expansion followed by praise,repetition,meaning negotiation,self correction by guidance and explicit correction.Based on the classification of its functions,positive feedback and negative feedback are two types.(2)Teachers' classroom feedback has the functions of language input,scaffolding and meaning negotiation.(3)Based on the characters of English teachers' classroom feedback,the most frequent used feedback is simple praise in the real classroom teaching.But from the analysis of students' questionnaire,the top type of classroom feedback is expansion followed by praise.Based on its functions,expansion followed by simple praise is students' favorite feedback type while in the real classroom,the teacher uses simple praise most of the times.So there is a significant difference between the actual use of English teachers' classroom feedback and the expectations of students.(4)A majority of English teachers in senior high school have already realized the importance of teachers classroom feedback.However,in the real classroom teaching,the English teachers seldom concern how to use it effectively.In this study,the results produce a guiding significance for senior high schools English classroom teaching.It is high time for English teachers to strengthen their recognition of teachers classroom feedback.At the same time,they should create more language output opportunities for students.