A Study On Teacher's Verbal Feedback In Senior High School English Classroom

Teachers' discourse,especially feedback discourse,is one of the most important factors which affect high school students' English learning efficiency.In the teaching process,students can learn from teachers' and students' feedback and know what aspects need to improve while learning,and then improve the effect of English learning.The literature review reveals that the research on teachers' feedback is rare at home,and many teachers lack systematic knowledge of feedback.Therefore,the paper aims to analyze the situation of teachers' feedback in high school,and introduces its various types.Besides,it also puts forward some suggestions on high school English teaching,according to the students' attitude to teachers' feedback.In order to improve the students' learning effect,the author carries out the study of teachers' feedback in high school English class.The research adopts literature analysis,questionaire survey and observation to explore the following questions:1.In high school English classroom,what's the percentage of teacher feedback in classroom discourse?2.In high school English classroom,what are the types of strategies and the distribution of the teachers' feedback.3.What are students' attitudes and expections to different types of teacher feedback.The results show that:1.In high school English class,the teacher's average words amount to around 70%,while the proportion of teacher feedback reaches about 42%,and it occupies high proportion in the English class.2.In high school English class,the highest is content feedback,followed by the theme feedback,then the form feedback.3.In high school English class,the students' attitudes and expections to vraious types of feedback are different.About 3/4 students pay much attention to teachers' feedback and thinkit benefits their English learning.