A Research On Teacher Feedback In Senior High School English Teaching

As an important part of teacher discourse,teacher feedback has attracted extensive attention from many scholars at home and abroad.It can not only reflect students' answers to questions and their mastery of the target language,but also act as an important source of students' language input.Therefore,teacher feedback plays an important role in classroom teaching.Since 1960 s,teacher feedback has become the research object of many foreign scholars.The domestic research on teacher feedback began in the late 1980 s.The relevant researches mainly focus on junior high school and college,while the research about senior high school is relatively few.Under such circumstances,this survey has been carried out in senior high school.By referring to relevant literature,the author finds that some teachers lack systematic research on teacher feedback and they cannot use feedback flexibly to improve the efficiency of classroom teaching.In order to further explore the use of teacher feedback,this paper mainly uses classroom observation,questionnaire survey and interview to investigate 206 students from grade one and 4 teachers of a senior high school in Weihai.The author investigates the use of teacher feedback in senior high school English classroom,distinguishes the types of feedback,and puts forward relevant suggestions for improving senior high school English classroom teaching in consideration of students' attitudes towards teacher feedback.The main findings of this study are as follows: Firstly,teacher feedback accounts for a certain proportion in senior high school English classroom teaching,accounting for 35-45% of teacher discourse.Secondly,students have a certain understanding of teacher feedback,and most students believe that teacher feedback plays an important role in helping them to learn English.Positive feedback and indirect error correction are what they anticipate most.Thirdly,both teachers and students believe that teacher feedback plays a significant role in helping them improving classroom teaching and promoting students' learning,but there are some differences between teachers and students' attitudes towards teacher feedback.The results of this study have some implications for middle school teachers to improve English classroom teaching and raising teaching quality.Some middle school English teachers need to strengthen the study of feedback.While using feedback language,teachers should constantly sum up experience and improve feedback skills,so as to help students improve their language ability and achieve the goals,which is stipulated by the English Curriculum Standards for Compulsory Education(2017 edition).