A Comparative Study Of Teacher Feedback In EFL Classrooms Between Novice And Experienced Teachers In Senior High School

Teacher feedback,as an indispensable part of teacher talk,has played a vital role in classroom teaching.Effective teacher feedback can not only stimulate and arouse the English learners' motivation and interest,but also provides as an important source of their comprehensible input.On the contrary,inappropriate teacher feedback can block the classroom interaction and discourage students from participating in the classroom activities.Therefore,teachers need to use appropriate feedback strategies in order to guarantee students' learning achievements in class.Now a certain number of studies have been conducted on teacher feedback at home and abroad.However,on the whole,most of the studies take place in universities and centered on teachers' corrective feedback,while there are few studies conducted in senior high school.Against such a background in China,it is necessary to do some researches on comparing teacher feedback between different groups of teachers(e.g.experienced and novice teachers)in schools and hopefully can provide some suggestions for their professional development.This study is based on the Comprehensive Input Hypothesis,Output Hypothesis and Interaction Hypothesis with the aim of making a comparative study on teachers' feedback between the experienced and novice teachers.Three experienced teachers and three novice teachers in Xinxiang No.1 High School are chosen to be the subjects.According to the classroom observation,questionnaire and interviews,this study attempts to answer the following question:(1)what are the differences between experienced and novice teachers in the usage of teachers' single feedback?(2)What are the differences between experienced and novice teachers in the usage of teachers ‘complex feedback?(3)What are the experienced and novice English teachers' and students' preferences and attitudes towards teacher feedback?After the quantitative and qualitative analysis of the collected data,the author finds the following conclusions:(1)both experienced and novice teachers tend to use single feedback.On the whole,there is no big difference in the use of single feedback.Both the experienced and novice teachers tend to use positive feedback the most frequently,then repetition.Comparatively speaking,there are some differences in the use of explicit correction.The novice teachers use more explicit correction than the experienced teachers.(2)The complex feedback used by experienced teachers is far more than that used by novice teacher.And the types are also more various.So they are better at using effective feedback in different situations to stimulate students' output and improve classroom interaction.(3)Both experience and novice teachers consider teacher feedback of great importance and they both prefer to use positive feedback.Experienced teachers are skilled at using effective feedback when facing with different situations and giving students more chances to practice target language,but novice teachers can't use different types of feedback flexibly due to the shortage of teaching experience.Most of the students are eager to get teachers' feedback.And they would like teachers give them complex feedback like positive feedback & extension rather than the simple praise and compliment.In addition,they like teachers' recast rather than explicit correction.What's more,some don't like teacher to correct their mistake directly,they hope teachers can give them some hints or clues when they don't know how to correct answers.