A Study Of Teacher Feedback In Senior High School English Classes Based On Dialogic Teaching

As an important part of the classroom teaching,the teacher talk plays a role of bridge in language teaching.It can not only provide many chances of language input and output for students,be a kind of useful tool for students' language acquiring and effective learning,but also act as a key factor for the development of class culture and learning atmosphere.One of the essential kinds of teacher talk,the teacher feedback,to a large extent,has a great impact on and even determines the effectiveness of English teaching.It has a close relation to the enthusiasm and participation of students,the classroom atmosphere and so on.Therefore,as English teachers,they should pay attention to the proper use of the teacher feedback,to make sure of the effectiveness of classroom teaching and students' learning.So far,there have been a lot of researches about the teacher feedback at home and abroad.However,few of those researches were done from the perspective of the dialogic teaching.And there were few researches in which the senior high school English teachers were taken as the research objects.Thus,in this paper,the author will innovate the research perspective and do research into the teacher feedback from the perspective of dialogic teaching,namely,it attempts to discuss whether the teacher feedback can facilitate the class dialogue between the teacher and students.Then some methods will be put forward to solve the problem existing in the present use condition of teacher feedback,in order to promote the quality of teacher feedback.The research objects in this research are three Senior ? English teachers from a high school in Wuhan.In this research,the questions to be answered are:(1)What are the main kinds of teacher feedback used in the present English classes of senior high school?How often are they used in the class?(2)Among these teacher feedback,which ones facilitate the classroom dialogue,and which ones impede the classroom dialogue?The author adopted the natural classroom observation as the main research method and recorded the whole processes of the classroom teaching for the further case study.Depth interviews for the teachers were also taken in this research.From the research processes and results,the author has found that,there are mainly two types of teacher feedback adopted in the English classes of senior high school:the evaluative teacher feedback and non-evaluative teacher feedback.The most frequently used teacher feedback is the evaluative feedback,which is most simple and mechanical and not helpful for the class dialogue.After a further analysis,the author also found that there are three different kinds of influence the teacher feedback has for the class dialogue.First,the classroom dialogue is impeded by the teacher feedback.It is often caused by some evaluative teacher feedback and some of the closing discoursal teacher feedback.Second,the teacher feedback triggers some"pseudo" or "superficial" classroom dialogue,which is also mainly caused by the evaluative teacher feedback,including the positive feedback and the implicit negative feedback.Last,the class dialogue is truly facilitated by teacher feedback,which happens mainly with the help of discoursal teacher feedback.Based on the research,the author attempts to put forward several suggestions for the teachers' adoption of feedback in their classes from the horizon of the dialogic teaching as follows.The teacher should learn more about the dialogic teaching theory,and consciously put it into the practical teaching.The teacher should also be more flexible and changeable in choosing and using the teacher feedback,and they should use more kinds of teacher feedback,especially for the use of discoursal feedback.Besides,the teacher should try to design more open questions for students during their teaching,in order to leave more freedom for students to express themselves.What's more,the teacher should try to construct a kind of equal and democratic classroom environment and atmosphere for students,so that the teacher and students can be put in an equal position in the class,which is also helpful for the students' output in class.