A Study Of Teachers' Verbal Feedback And Teacher-Student Interaction In Senior High School English Classroom Teaching

The General High School English Curriculum Standard(2017 Edition)points out the importance of students learning and using English and pays more attention to the classroom teaching process.Classroom teaching is an interactive process,which can promote language acquisition.The teaching process is mainly carried out in a series of “Initiation-Response-Feedback”.From language input to teacher-student interaction and then to language output,teachers' verbal feedback is an indispensable link in the process of language acquisition.After consulting the relevant literature,we can find there lack a lot of investigations and studies on what influences different types of verbal feedback will have on classroom teacher-student interaction and students' second language acquisition,especially in senior high school English classroom teaching.It is hoped that teachers can get some inspirations about teachers' verbal feedback from the study and promote senior high school English classroom teaching,so that students can develop their language skills and ground for real language communication,which help to realize the real meaning of English classroom teaching.This paper mainly studies 10 English backbone senior high school teachers and more than 500 students from Hebei Province through the method of classroom observation and discourse analysis.Each classroom teaching record lasts approximately fifty minutes,and a total of ten periods of classroom teaching records are collected.The lesson types cover listening,speaking,reading,grammar and exercise in order to ensure that the comprehensive situation of teachers' verbal feedback can be presented.After class observation and recording,the author listens to the video material repeatedly and records the conversations between teachers and students in the classroom teaching activities accurately.The recorded videos are transcribed into the texts.Through transcribing and labeling,classroom discourse can specifically analyze teachers' verbal feedback and classroom teacher-student interactive IRF moves.Through classroom observation,the author takes theclassifications of Nunan from the perspective of function as the bases to divide teachers' verbal feedback into positive feedback and negative feedback.This study aims to discuss the relationship between the different types of teachers' verbal feedback and the teacher-student interaction in senior high school English classroom teaching.With this purpose,this study mainly seeks the answers for the following questions:(1)What are the types of teachers' verbal feedback in senior high school English classroom teaching?(2)What are the proportions of these types of teachers' verbal feedback?(3)What are the influences of these different types of teachers' verbal feedback on teacher-student interaction?Along with the research,this study also uses the statistical tool SPSS19.0 to obtain data which are categorized,compared,analyzed and summarized.Based on the research questions,through classroom observation and discourse analysis,the author analyzes the research results in detail and summarizes the main findings as follows:(1)Senior high school English teachers pay more attention to the use of verbal feedback in class,and the types of verbal feedback are diverse.There are various types of teachers' verbal feedback in class,which increase comprehensible input for students' second language acquisition and promote their discourse output.(2)Senior high school English teachers have a preference for verbal feedback.The proportion of positive feedback used in class is higher than that of negative feedback.In positive feedback,the simple approval from teachers is the most common type of feedback.Recast is a common negative feedback of teachers.(3)Different types of teachers' verbal feedback have different effects on classroom teacher-student interaction.Expansion,elicitation,recast,repetition and clarification request have better effects,providing more opportunities for interaction between teachers and students.Based on the findings of this study,this paper puts forward some pedagogical suggestions for teachers' verbal feedback.(1)Various types of positive feedback should be used in classroom teaching.In addition to simple approval,expansion provides students with richer language forms,and questioning enables students to have a deeper understanding of language.(2)Implicit negative feedback should be used when correcting students' mistakes.Different from explicit correction,implicitfeedback can help students correct their mistakes by themselves without hurting their self-esteem and encourage them to participate in teacher-student interaction.(3)The use of teachers' verbal feedback should be proper and flexible.Teachers should understand the functions of each type of verbal feedback and avoid the mechanical,meaningless form of questions and answers to provide students with more opportunities for teacher-student interaction and language output.