The Influence Of Teacher Feedback On Student Output In Senior English Classes

Teacher feedback,as an important part of teacher talk,plays a very important role in classroom teaching.On the one hand,it is part of the students' effective input;on the other hand,the reasonable teacher feedback helps students language output.In recent years,many scholars have made many researches on the teachers1 feedback,such as the comparison between the quantity of teacher talk and student number of words,the way of teachers5 raising questions,the features of teachers' feedback and the function of teacher feedback,and so on.Among them,most of the researches of feedback focus on error correction feedback,and most of the researches are based on college English classroom.However,little attention has been drawn on the feedback of middle school English classrooms,especially the lack of research on the classification of different class type.Therefore,it is necessary to do a research for different class type of teacher feedback in middle school English classroom.The purpose of this paper is to investigate how teachers1 feedback can promote the language acquisition of middle school students.Through the observation of reading,listening,speaking and grammar classes,this paper will focus on the following four questions:1)the types of teacher feedback in different classes 2)the frequency of teacher feedback types in various lesson types;3)the amount and order of students' discourse caused by each feedback type in various class types;4)the correlation between teachers'feedback frequency and students' outputBased on classroom teaching and data,and analysis by using the method of quantitative and directional research,the following conclusions can be drawn.First,different type of teacher feedback in the different class can get a good combination.Second,the use of teachers' feedback frequency changes in the different class,in which positive feedback is widely adopted,while negative feedback is used in more reading and grammar classes.Whafs more,discourse feedback tends to be used in listening and speaking classes.Third,the amount of students' discourse output is different.In the reading classroom,elicitation,repetition and comprehension check is easier to motivate the students' language output.In listening and speaking class,comprehension check,clarification and confirm check are more likely to motivate the students' language output.In grammar class,it is clarification,repetition and metalinguistic that are easier to inspire the student5 output.Fourth,there is a positive correlation between the frequency of teacher feedback and students5 output,especially in the listening and speaking classroom with a correlation coefficient of 0.46.According to the above results,teachers are more likely to choose some easy feedback to arouse the students' output.Based on the study of output feedback of the teachers and students,we can draw the following implications.1)middle school teachers should flexibly adopt different feedback type 2)middle school teacher should consider what kind of feedback on different class types are more likely to stimulate students' discourse amount.For example,in the reading classroom,elicitation,repetition and comprehension check should be often used.In listening and speaking class,comprehension check,clarification and confirmation check should draw more attention.In grammar class,repetition,clarification and metalinguistic should be considered more 3)middle school teachers should consider students' personality development and the classroom interaction.When choosing the type of feedback,more positive feedback and tips should be selected to help students achieve self-improvement.However,explicit feedback,especially explicit corrective feedback,should be used carefully.