A Study On Junior Middle School Teacher's Feedback In English Class

Teacher feedback is an important part of teacher's discourse.Teacher feedback is not only an important way for teachers to teach and communicate with students,but also an important source for students to obtain language input and produce language output.Therefore,it is of great significance to study teacher feedback.This paper takes the junior English teachers as the research objects,and the teacher feedback as the main content.Therefore,naturalistic method is adopted to continue this research.Consequently,some methods of collection of data,which is video clips observation,text transcription,questionnaire and other methods,are adopted to collect data.The video clips of three English teachers' lessons are transcribed and studied.The paper intends to answer the following questions: 1)what is the relationship between the amount of teacher feedback and students response? 2)What are the types and features of teacher feedback? 3)What effects does teacher feedback have on foreign language learning?Based on previous studies of teacher feedback and adopting Krashen's input hypothesis,Swain's output hypothesis,and Long's interaction hypothesis as the theoretical framework,the author draws the following conclusions: 1)The more teacher feedback utterances,the more language output students give.Teacher feedback creates many opportunities for students to produce language output.2)The types of teacher feedback are relatively diversified.In positive feedback,there are more simple praise and repetition used.The evaluation is followed by relative few elaborations.In negative feedback,recast,repetition,and meta-language are more frequently used.Inviting others to answer is followed by relative few direct corrections and negations.The discursive feedback teachers give to students from different perspectives according to the students' response.3)Teacher feedback enables students to obtain a large amount of language input through elaboration,evaluation,recast,repetition,etc.At the same time,it also creates many opportunities for students to produce language output.In the feedback process,teachers and students conduct meaningful negotiation so that both parties are involved into teaching activities.Finally,based on the results of the study,some meaningful inspirations are drawn.1)Although teacher feedback can promote students' language output,excessive feedback will reduce the students' chances of language output.Therefore,in actual teaching,teachers are supposed to pay attention to the amount of feedback used.2)Although the types of feedback used by teachers are also various,there is still a single type of feedback used in classroom,so teachers are supposed to give feedback with conscious attention to during the teaching process.This paper researches from the perspective of second language acquisition and has some enlightenment significance for teachers' self-development and students' foreign language learning.