A Study Of The Teachers' Feedback In The Senior High School English Class

Teachers' discourse,by definition,is the most important element affect high school students' English class learning.During the procedure of English teaching,teachers' discourse as a feedback to students' behavior in class could affect the students' consciousness of his/her English linguistic sense.Teachers' feedback,both verbal and nonverbal,refers to the teachers' reaction to the students' classroom behavior.Effective teachers' feedback in high school teaching could help student acquire accurate English input,and vice versa,non-effective English teachers' feedback in the classroom will lead to the wrong direction in students' English learning.This thesis is based on three famous theories: First,Krashen's Comprehensible Input Hypothesis;second,Long's Interaction Hypothesis;third,Swain's Output Hypothesis.This thesis selects 220 high school students and 3 high school English teachers as the research objects.The research and data is collected from high school English class observation,mobile phone recording,students' questionnaire and teachers' questionnaires.The author hopes to carry out the research results and solutions,which hopefully are valuable to the high school English teaching.The author tries to explore the questions as follows:1.What's the general situation of high school English teachers' feedback?2.What's the percentage of teachers' feedback and teachers 'discourse?3.What's the problem with the teachers' feedback?4.What's the difference between boys and girls when giving the feedback?According to the survey,we could find out that: First,feedback could be divided by multiple form feedback and single form feedback;students think highly of teachers' feedback,they think that the feedback could arouse the enthusiasm of learning English.Second,teacher use feedback properly.Third,there are some problems in teachers' feedback: teacher use feedback too frequently,they don't consider students' requirements,feedback on contents more than the info Feedback.Fourth,boys and girls are different in 3 questions for the questionnaire: the function of feedback,the feedback of wrong answer,the feedback of correct answer.Except for these 3 questions,there is no difference between boys and girls towards the attitude of teachers' feedback.This thesis gives some suggestions: First,the teacher should increase use the multiple form feedback;second,the teacher should increase the training of feedback teaching;third,teachers should consider the psychological effect of students;fourth,the teachers should use different feedback according to the differences between boys and girls.