A Study On Teacher Feedback In T-S Interaction In English Teaching Of Senior High School

Teacher feedback,as a part of teacher talk,plays an important role in classroom teaching.Teacher feedbackmakes contributions to involvingstudents into classroom activities,encouraging teacher-student interaction and prompting students‘ language learning by classroom communication.Active teacher feedback can increase students‘ English learning confidence and create good learning atmosphere,while corrective feedbackhelps teachers guide students to find out their mistakes and correct them by themselves,which shows the way of developing students‘ thinking and promoting language output.This thesis studies teacher feedback in English classrooms of senior high school,which,to be precise,is the verbal and immediate response that the teacher makes according to students‘ answers or behavior in classroom interaction and communication.Having four senior high school English teachers in Grade One and their classes as the subject,the research is carried on by means of classroom observation,interview and questionnaire for the purpose of analyzing teacher feedback and exploringits sample characteristics also its influence on teacher-student classroom interaction,expecting to find out improvement strategies and improve classroom teaching effectiveness.Research questions addressed are as following:(1)What types of teacher feedback the high school English teacher constantly use? And what is the proportion of each type?(2)How does the teacher feedback influence teacher-student interaction in EFL?(3)What are the students‘ attitudes and preferences towards each type of teacher feedback?Based on quantitative and qualitative analysis of teacher feedback in English classroom of senior high school,the following conclusions are drawn: firstly,to some degree,English teachers have realized the importance of teacher feedback.The diversified types ofteacher feedback,such as simple approval,approval with expansion,approval with repetition,modification,recast,explicit correction and clarification,have increased students‘ comprehensible input and promoted students‘ language output;teachers have preferences in feedback types.Among the types of teacher feedback,positive occupies first place,negative comes the second.Secondly,teacher feedback has positive influence on teacher-student interaction.Thirdly,students hold different attitudes on teacher feedback.Based on research findings,there exist differences between teacher feedback and students‘ preferences,which can be inferred as the important factors that affect classroom interaction efficiency.