An Emperical Study On The Effect Of Teacher Feedback On Students' Oral Output In English Class Of Junior Middle School

Teacher feedback is of great significance,and foreign scholars have done a lot of research on it.At the end of the twentieth century,Chinese scholars began to study teacher feedback.In particular,after the reform of the new curriculum,improving the students' English communicative competence and the quality of discourse are the main standard of the new curriculum.As a vital part of teacher feedback,it can serve as a key bridge between teachers and students,but also has an impact on the students' input and output.Moreover,and it is also beneficial to improve classroom teaching and promote learners' language acquisition.So it is necessary to study teacher feedback in depth.It not only enriches the research of second language acquisition,but also plays an important role in improving teachers' teaching efficiency and promoting teachers' professional development.Based on Input Hypothesis,Output Hypothesis and IRF Interactive Model,the researcher adopts recording and classroom observation in the study to collect materials and analyze the data.The author makes a relevant research among teacher feedback with students' oral production.This research aims to solve the following questions: 1)What types and features of teacher feedback are illustrated in the observed class? 2)What are the rate and ratio of each pattern? Does more teacher feedback initiate more students' oral output? 3)What's the effect of the different kinds of feedback on students' oral output?There are some conclusions from the research: 1)Positive feedback is the most widely used in all types of feedback,while explicit correction is the least feedback.Because students' answers are affirmed,and they will have more input in positive feedback.2)Teacher feedback quantities are different in every class,and the more teacher feedback doesn't cause the students' more oral output.3)Different teacher feedback trigger students' oral output differently.“approval with more input”ranks in the top,while“explicit correction” is the least.Therefore,it can draw from the data that the appropriate teacher feedback can arouse students' oral output.