A Study Of Novice Teachers' Feedback In English Speaking Class Of Senior High School

Teachers' feedback is crucial to teacher-student interaction and it plays an important role to teaching outcomes and language acquisition process.Classroom is the main venue where most Chinese high school students learn English.Under the New Curriculum Standard,teachers' efficient feedback can not only improve language input,motivate students' learning,but also improves students' language output ability.Therefore,it is significant to study teachers' feedback in English speaking classes.As one of the core teaching activities,teachers' feedback needs to be given attention.This research is aimed at exploring the novice teachers' feedback in speaking classes of senior high school.In addition,it will also give novice teachers some inspiration and suggestions which would help them deliver efficient English classes and help them improve their teaching career.The theoretical basis comes from theories of Comprehensible Input,Affective Filter,Comprehensible Output,Interaction Hypothesis and Scaffolding Theory.Two questions are put forward.1.What types of feedback have been adopted in the English speaking class of the novice teacher in the senior high school and what's the proportion of each type? 2.What's the attitude of the students to the novice teachers' feedback in the English speaking classes? During the research,classroom observation,questionnaires and interviews are used as research instruments.Two novice teachers and their 169 students from a local senior high school participate in this study.This research finds that with the development of New Curriculum Standard,teachers are more and more aware of the importance of teachers' feedback,which makes the feedback language more and more various.Eight types of feedback in three categories have been used by the novice teachers.They are evaluative feedback and discoursal feedback,positive feedback and negative feedback and corrective feedback including explicit,repetition,elicitation and recast.The most commonly used strategies by novice teachers are simple positive feedback and evaluative feedback.However,during the study with students,the author found that students prefer teachers to provide discoursal feedback and corrective feedback.At the same time,the students hope that teachers can give them more encouragement and guidance.This requires teachers to improve their teaching skills.According to thorough analysis of research data,this thesis will put forward the following suggestions for novice high school English teachers: 1.Novice teachers should be fully aware of the significance of teachers' feedback during class and learn related theories to improve their teachers' feedback quality.2.Teachers should use standard and highquality feedback language,which would help students learn authentic English language.3.Novice teachers should know students' preferences very well so that they can differentiate feedbacks according to students' different needs.