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

Teachers' feedback refers to both the verbal and nonverbal reaction on students' answer or performance to teachers' questions in class.This paper mainly focuses on the verbal feedback,which is a matter of significance in teacher talk.Effective teachers' feedback is the embodiment of the subject status of students.It not only has a positive impact on students' English study and their emotional attitude,but also promotes the classroom interaction.At the same time,effective teachers' feedback in the classroom can help students' to correct their language errors and also help them to acquire the accurate English language.But at present,in most English classroom,there are still some problems in teachers' feedback,such as: teachers' feedback is not accurate or standard and some teachers even ignore the importance of feedback.At present most of the research on teachers' classroom language feedback mainly concentrated on the college stage,therefore this study selects the high school English teachers' feedback in classroom teaching as the research object.This paper takes Krashen's comprehensible input hypothesis,Swain's output hypothesis and the Long interaction hypothesis as the theoretical guidance,at the same time,combining with the request of General High School English Curriculum Standard(2003).This paper research and investigate the current situation of high school teacher's feedback in English classroom and existing problems through classroom observation and recording as well as the student questionnaire supplemented by teacher interview method.The paper try to find if teachers' feedback has any effect on students' emotional attitudes and how to improve the quality of teachers' feedback language so as to improve students' learning effects.And based on the research,I hope I could put forward some corresponding suggestions which are useful.The results of study show that: 1.Different types of teachers' feedback have different usage in different class types and different class stages.2.Teachers' feedback has a great influence on both quantity and quality of students' language output.3.Different kinds of teachers' feedback have different influences on students' emotional attitude.4.Appropriate corrective teachers' feedback plays an important role on whether students can learn accurate English language.According to the results and the aim to improve the quality of high school English teachers' classroom feedback,the paper puts forward the following suggestions: 1.Teachers should improve their classroom feedback methods and use different feedback strategies in different types of class and different class phrases flexibly.2.The teacher should pay attention to the accuracy and the quality of their feedback so as to let students learn more pure and authentic English language.3.Teachers must focus on the supportive and positive feedback mode,and reduce the usage of negation and negative feedback.4.Teachers also need to study the students' psychological characteristics with the aim of providing students with proper teacher's feedback which can be accepted by them.