A Study On The Scaffolding Function Of Teacher Feedback In Junior English Classroom

In English class of middle schools,Teacher feedback represents a vital tool for communicative interaction between teachers and students.Additionally,teacher feedback can be regarded as a crucial learning strategy by providing students with learning scaffolding and helping them see what they've learnt.Now,teacher feedback has been widely used in English classroom of middle schools and has played a great role in promoting the effectiveness of English teaching.The scaffolding function of teacher feedback has made some progress.However,there is still a big gap between the development of teacher feedback and the needs of junior school students.It is urgent to optimize the strategies of the scaffolding function of teachers' feedback.This paper mainly uses the following methods: classroom observation,questionnaire survey and interview.On the basis of Scaffolding Theory and classification framework of teacher feedback by scholar Xu Guohong,the research has conducted class observation and analysis in terms of three types of teacher feedback on six classes in Grade Two in Nanbu High School of Sichuan Province.Meanwhile,about 193 students from three classes have engaged in the questionnaire and 6 students in the interview of preference for teacher feedback.And collected data from voice transcription materials,survey information and interview issue has been tidied up and analyzed in order to explore scaffolding function of teacher feedback.The findings of the research are listed as follows:1.The cognitive scaffolding function of teacher feedback lacks timeliness.The teaching concept of middle school English teachers is stagnant,and the "corpus" of teacher feedback is not rich enough.In the process of helping students build cognitive scaffolding,teacher feedback is repetitive in content and single in form,lacking innovation in demonstration,so students' learning efficiency is low.2.The emotional scaffolding function of teacher feedback lacks appropriateness.The middle school students' emotional understanding of teacher feedback is only superficial.Teacher feedback is difficult to meet the emotional needs of middle school students,thus students' interest in learning is not high.In English classroom,junior school students lack self-confidence in learning.They are under low sense of achievement,and are prone to be trapped in negative emotions.3.The language scaffolding function of teacher feedback lacks progressiveness.On the one hand,teachers lack skills in using feedback language,which makes it difficult to provide rich and understandable language input for junior school students in limited classroom teaching time;on the other hand,junior school students' English language proficiency is uneven,and the number of self-correcting target language students is small,especially those who can make complete language outputs are less.Teacher feedback does not provide a sustained support in the process of students' language input,students' language self-correction and students' language output.Accordingly,the scaffolding function of teacher feedback needs to be further optimized,which can be started from three aspects: the content and form of teacher feedback,the emotional function of teacher feedback and the linguistic function of teacher feedback.This will help teachers to use feedback reasonably,promote students' cognitive development,emotional development,language development,and further improve the efficiency of English classroom teaching.