A Study On English Classroom Teacher Feedback And Its Scaffolding Functions In The Senior High School

Under the guidance of New English Curriculum Standard,the classroom teaching in China gradually turned to be "student-centered".Teacher feedback,which plays its crucial role in promoting teacher-student interaction and in maintaining the smoothness of teaching activities,has gradually become one of the research focuses of teachers and researchers.However,many current studies put emphasis on theoretical analysis and college period.As a result,in classroom teaching especially in senior English teaching classes,many teachers lack the awareness to provide more effective feedback.So,this paper analyzes teacher feedback in the senior high school,and to explore the scaffolding functions of the main kinds of feedback based on the case of Longquan No.1 High School in Chengdu.Through qualitative and quantitative research methods,classroom observation and audio teaching recording are used to learn about the current situation of teacher feedback in the senior high school.Then,the semi-structured teacher interviews and student questionnaires are used in order to catch the main points and attitudes of teachers and students toward different kinds of feedback.Moreover,this study also discussed the scaffolding functions of main kinds of feedback through authentic classroom teaching examples.According to the study results,the main findings are concluded in the following aspects: firstly,teachers can provide timely feedback according to students' classroom performance and “simple feedback” and “repetition” are the main feedback forms.Secondly,teachers and students agree the important role of teacher feedback in English classroom teaching.Teachers tend to maintain students' leaning motivation and interests with positive feedback.Students prefer more specific feedback.Thirdly,positive and negative feedback play scaffolding functions on students' language,cognitive and affective development.These functions are different but complementary to each other,and jointly promote students' language acquisition.