An Empirical Study On The Effect Of Teacher Feedback On Students' Immediate Output In English Class Of Junior Middle School

Teacher feedback,as the essential component of teacher talk,plays a significant role in students' learning and classroom teaching,which is not only the evaluative provision of students' answers,but the importance resource of language input.Through the effective feedback,teachers and students can share their ideas and exchange topic turn,which can promote the students' language output and classroom interaction.Based on the Input Hypothesis,Output Hypothesis,the interaction Hypothesis and the IRF model,the author observed and recorded ten middle English classes,which last 400 minutes altogether,and analyzed the data to investigate the current state of teacher feedback in junior middle school and the effect of teacher feedback on students' output,tending to answer the following questions:(1)What feedback types are demonstrated in the observed class?(2)What's the proportion and distribution feature of each pattern?(3)What's the effect of feedback patterns on the students' immediate output ?In the end,some conclusions are obtained as follows:(1)There are altogether 11 feedback patterns demonstrated in the observed classes while not all of them demonstrated in each of the ten classes,the most frequently applied patterns are positive patterns,the least frequently used feedback is explicit correction.(2)The quantities of teacher feedback are different in each class,and more feedback doesn't necessarily initiates more output.(3)Students' total output initiated by differentpattern varies: “approval with further ask,” tops the list with 155 words average output while "explicit correction" initiated the least with 0-word.The data also shows proper feedback pattern can promote the output.