A Study On The Impact Of English Teacher Feedback For Excellent Classes On Learners' Oral Production In Junior High School

The new curriculum standard puts higher requirements on students 'oral English communication ability and teachers' classroom discourse quality.Teacher feedback discourse,as an important part of teacher's classroom discourse,is not just the bond of teacher-student interaction,but also the main factor affecting students' oral output.Effective use of classroom feedback discourse has a positive significance in enhancing the quality of classroom teaching and promoting students' oral output.In recent years,domestic and foreign education experts and teachers have gradually increased their researches on teacher's classroom feedback discourse and achieved fruitful research results.However,previous related researches have mainly focused on English classes in colleges and senior high schools,and less attention has been given to English teaching in junior high schools.At present,in areas with insufficient educational resources,junior high school ordinary English teachers have many problems with the use of classroom feedback discourse.For example,some teachers do not pay much attention to using feedback discourse to guide students to participate in classroom interaction in the teaching process,and still use traditional teaching methods one-way,instilling students with language knowledge cannot arouse students' enthusiasm.Although a few teachers realize that the use of classroom feedback discourse is helpful for students' language learning,they cannot use feedback strategies reasonably in specific teaching practices to promote students' oral production.The excellent junior middle school English education resources are mostly concentrated in the advantageous provinces.The comprehensive quality and ability of English teachers in these areas are usually better than those of ordinary English teachers.In view of this,in-depth research and analysis of teachers' feedback language use in junior middle school English excellent classes are of great value and reference significance.This thesis is built on comprehensible input theory,language output theory,and interaction theory.With the help of the National Education Resource Public Service Platform of the Ministry of Education of the People's Republic of China,10 excellent English display courses are selected from the national class record of provincial excellent courses as the research object.It uses the methods of classroom observation and case analysis to study the impact of teacher feedback in junior high school English excellent lessons on students' oral production,mainly focusing on the following two research issues: First,the number of teacher feedback words in excellent English classes and Types of? 2.How does teacher feedback in excellent English classes affect students' oral production?According to the research,teachers in excellent classes attach great importance to the promotion of classroom feedback on students' oral production,pay attention to the content of students' oral production,and can reasonably use a variety of feedback strategies in combination with specific teaching content and students' learning situation.On the whole,teacher feedback has a positive impact on the quantity,quality,pronunciation and intonation of students' spoken language output and students' emotions in learning.However,the author found that there are problems in the actual classroom teaching that the positive feedback language has little effect on the excellent students.These problems fully explain that the teacher feedback language still needs to explore the path of practical development in the junior middle school English teaching.In view of the existing problems,the author puts forward some suggestions on how to improve the quality of feedback in junior high school English teachers' classrooms: teachers should strengthen the study of educational theory and improve the ability to use feedback discourse;pay attention to students' emotional experience and increase comprehensible input;make reasonable use of various feedback strategies to create oral production opportunities for students.