A Study On Teacher’s Feedback In Demonstration English Classes Of Junior High School

Teacher talk is not only the language carrier of classroom teaching,but also an important source of students’ language input.Teacher’s feedback,as the most important part of teacher talk,is closely related to students’ language input and their participation in classroom interaction.Therefore,how to improve the quality of teacher’s feedback and create high-quality classroom interaction will become the core of ensuring the effectiveness of classroom activities and the improvement of teaching quality.Most of the domestic researches about teachers’ feedback are mainly focused on the feedback in colleges and senior high school classrooms.Comparatively fewer researches are made in junior high schools.So,this thesis studies the teachers’ feedback in junior high school English classrooms and takes these feedback as the research object.Based on Krashen’s Comprehensible Input Hypothesis,Long’s Interaction Hypothesis as well as Swain’s Comprehensible Output Hypothesis,this thesis studies the types of teachers’ feedback employed in junior high school English classrooms and the features of these feedback by transcribing six teaching videos of the 10 th National English Demonstration Teaching in Junior High School which include four types of classes(reading class,grammar-focus class,writing class and listening & speaking class),expecting to answer the following questions:(1)The types of teacher’s feedback employed in the demonstration classes.(2)The distribution and feedback focus of teacher’s feedback employed in different types of classes.According to the study,the findings are as follows: First,eight different types of single feedback and five types of mixed-feedback are employed by the six English teachers in all the classes.Second,the English teachers have realized the importance of teachers’ feedback.The positive feedback and positive feedback along with repetition are most frequently used among all types of feedback.The feedback form is relatively single.Third,the feedback focus is connected with different types of classes.Writing class and grammar-focus class pay more attention to language forms,reading class and listening & speaking class pay more attention to the content.Last,junior high school English teachers pay more attention to language forms such as pronunciation,vocabulary and grammar,but lack of attention for content.They pay too much emphasis on the accuracy of pronunciation and grammar or even have excessive error correction.Based on the above findings,some meaningful suggestions are put forward to improve the quality of teacher’s feedback in junior high school English classrooms.However,there are some limitations of this study: The present study involves only six teachers,which allows the author to draw tentative conclusions.The research questions need to be further discussed and the means of study should be diversified.