Research On Teachers' Feedback Utterance In Senior Middle School English Classroom

Teacher discourse mainly consists of teaching discourse,questioning discourse,classroom organization discourse and feedback discourse.Among them,teacher feedback discourse plays a role of negotiation of meaning by contributing to mutual understanding between interacting parties.Besides,teacher feedback discourse has an estimating and stimulating function to students' learning of pronunciation,grammar,vocabulary and so on.Obviously teacher feedback discourse not only focuses on language meaning,but also pays attention to language form.Therefore second language teachers are faced with higher requirements,and especially they need to consider how to reinforce learning in second language class and correct mistakes of their students,so that students can acquire accurate and comprehensive knowledge on second language and then to use it.However feedback discourse has not been given implemented attention to,neither used fully in second language class in China all the time.Second language teachers attach importance to imparting knowledge to students while ignore giving timely and exact feedback to the learning and performance of the students.Beyond that,even some second language teachers take use of feedback discourse,the feedback are mainly mechanical feedback such as true of false to students' performance and answers.It lacks for the use of practical function of students feedback.In a conclusion,it is necessary to study teacher feedback discourse in second language class.On the basis of questionnaire survey,interviews and classroom observation,this paper conducted an empirical research on high school English teacher feedback discourse,the main contents include what is classroom discourse,current application status of classroom feedback discourse,students' different preference of it as well as the causes and suggestions on more effective and appropriate use of classroom feedback discourse.Based on the research,high school students have significantly different preference concerning the teachers' classroom feedback discourse while in accordance with the study.They believe that teachers' feedbacks are quite important to their study,and feedback about their academic performance should be given more often.Study shows that high school students prefer teachers 'comments on the contents rather than language forms of their answer,moreover,they are more expecting encouragement and praise from teachers than correction or criticism,even when they are stuck or give a wrong answer,they prefer teachers adopting feedback language like guide or repeat to correct rather than pointing out the error directly.As an effective teaching strategy,teachers' feedback discourse deserves more attention including the amount of use,type of use and how to use it properly.By giving feedback,teachers could correct students' mistakes while at the same time stimulate classroom interaction and participation.Their feedback discourse is not only an important language input for the students but also functions as a significant stimulation of students'language output.There exists a variety of classroom feedback discourses,instead of a repeated use of a single type of feedback language,teachers are highly recommended to make it diversified,so as to achieve a better effect as well as avoid students' antagonistic reaction.Meanwhile,teaching objectives,contents and forms as well as students'distinctive personality should also be taken into consideration when teachers" feedback language is used.According to the study,the effects of different feedback discourses on different courses differ from each other.