A Case Study On Teacher Feedback Of English Classroom Interaction In Senior High School

Classroom instruction is a process of conveying information through instructional language.Teacher discourse,especially teacher feedback,occupies a very important position in carrying out teaching activities successfully.According to literature research,attention is paid by researchers to teacher feedback in the classroom of higher education,high school education and compulsory education.However,relatively few researches focus on teacher feedback in senior high school English classroom,so it would be selected as the research subject to enrich relevant empirical researches,helping teachers to choose more rational and effective feedback in the future.Considering the importance of teacher feedback,this paper makes an in-depth analysis of eight teaching cases in the Senior High School English Teaching Demonstration Classes,trying to find out the main characteristics of the eight outstanding teachers in using feedback so as to answer the following three questions:First,what is the proportion of teacher feedback in the amount of classroom discourse?Second,what types of teacher feedback are used?Third,what are the characteristics of teacher feedback that teachers have used?This paper uses the observation method,qualitative research and quantification research as research methods and takes IRF model,language output hypothesis and affective filter hypothesis as the theoretical basis in the process.The main findings are as follows:First,teacher feedback accounts for 33% of the classroom discourse and 42% of the teacher's discourse,which is relatively high.Second,there are 14 kinds of single feedback and 15 kinds of mixed feedback in the English classroom.Third,five characteristics of teacher feedback are presented.First,the questioning and induction are used frequently.Second,teacher feedback is used appropriately.Third,various types of teacher feedback are applied flexibly.Fourth,the continuous IRF mode and separate IRF mode dominate.Fifth,positive teacher feedback dominates.The results mentioned above provide some inspirations for teachers to use feedback.First,Teachers should realize the importance of feedback and try to maintain a harmonious proportion of discourse between teachers and students.Second,teachers should know more about the types of teacher feedback and their functions to use them effectively.Finally,teachers should use standard language and develop the ability of using different types of feedback.Besides,teachers should also actively explore effective feedback strategies.Positive feedback and implicit negative feedback is advisable,but explicit negative feedback should be avoided.Feedback such as questioning can be used to form continuous IRF mode to help students use language better.