A Study On Teacher's Verbal Feedback In Senior High School English Classroom

Teacher's verbal feedback,which is an important part of teacher discourse,refers to teacher's verbal response to students' answer and it is one of the main sources of language input for students.Effective teacher's verbal feedback is not only a reflection of the student's subjective status,but also has a positive impact on the students' language knowledge,cognition and emotion.It is also helpful to create a good context for teacher-student communication.However,in the face of the tight time and heavy task of English teaching in senior high school in China,English teachers pay more attention to how to effectively complete the teaching content for the teaching goal but there is less reflection on what is the reasonable use of teacher's verbal feedback.Therefore,it is necessary to study the distribution of teacher's verbal feedback in senior high school English classroom and to understand the influence of teacher's verbal feedback on teachers and students.The study mainly discusses the type distribution of teacher's verbal feedback in senior high school English classroom and the actual influence of teacher's verbal feedback on teachers and students,which is based on Krashen's input hypothesis,affective filter hypothesis,Swain's output hypothesis,and Long's interactive hypothesis.It is trying to explore the following questions: 1.What is the type distribution of teacher's verbal feedback in the senior high school English classroom? 2.What is the influence of teacher's verbal feedback on students' learning motivation? 3.What is the influence of teacher's verbal feedback on teacher-student relationship? The 5 English teachers and 205 students who are from grade one in a senior high school in Pulandian are selected as subjects.Classroom observation and recording,questionnaire,interview are used to collect corpus and data to analyze above questions,hoping to obtain some feasible teaching suggestions.The research results are as follows: 1.In the senior high school English classroom,the type distribution of teacher's verbal feedback is not balanced and the use of single feedback is obviously more than that of complex feedback.2.Through the questionnaires for students,there is a great correlation between teacher's verbal feedback and learning motivation,teacher's verbal feedback has a certain effect on students' motivation.3.According to the results of interviews with teachers and students,it can be seen that the teacher's verbal feedback has a certain role in promoting the new teacher-student relationship,the teacher as the guidance and the student as the main body in the class,thus constructing a relaxed and harmonious English classroom environment.Based on the research results,this paper draws some meaningful implications and proposes the following suggestions for improving the use of teacher's verbal feedback in high school English classroom teaching.In high school English classes,teachers should be flexible in using various types of teacher's verbal feedback,pay attention to the emotional experience of students and choose the appropriate teacher's verbal feedback.