A Research On English Teacher's Classroom Feedback Of Junior Middle School: From The Perspective Of Socio-cultural Theory

The English Curriculum Standard of General High School published in 2017 put forward the four goals of the English key competencies of students,which undoubtedly put higher demands on the English subject: English teaching should emphasize the formation of English application ability with the core of communicative interaction,thus teachers need to guide students to develop innovative thinking and multiple thinking skills in effective teacher-student interaction.As an important part of teacher's classroom discourse,feedback plays an important role in improving students' cognitive level,promoting the development of students' thinking ability and the quality of teacher-student interaction.However,nowadays teachers don't have enough understanding about classroom feedback,and some of them are anxious to catch up with the progress of the course,which leads to the evaluation and simplification of classroom feedback.Besides,there are some phenomena like teachers monopolizing classroom discourse,lacking of discourse interaction between teacher and students,which make students' participation in the classroom very low,and it is also not conducive to students' discourse output.What's more,it even inhibits students' thinking ability.Thus,how to change the teacher's current classroom feedback and put forward a scientific and reasonable classroom feedback strategy has become the main problem of this study.Socio-cultural theory pays attention to the development of students' multiple thinking,they believe that the discourse interaction and the development of student's thinking quality are dialectically connected.Therefore,the writer based on the perspective of socio-cultural theory and has carried out in-depth research status on the definition,form and function,and improvement countermeasures of English teacher's classroom feedback discourse at home and abroad.Based on socio-cultural theory and interactive teaching theory,this paper proposes five initial intervention strategies of classroom feedback for English teachers in junior middle school.In order to verify the feasibility of the strategies,the writer selected 36 students from Class9,Grade7 in L middle school located in Ningbo city in Zhejiang province,and the action research in experimental class lasted for 4 months.The data of this research are collected in ways of questionnaire method,interviewing method,and classroom observation framework and so on,the writer tries to summarize some effective ways to improve the teacher's classroom feedback in middle school,aims to show how the teacher's classroom feedback is developed and improved step by step.The results show that under the guidance of socio-cultural theory,the discourse environment of the internship class improved significantly,the student's turn was obviously extended,the number of teacher's inductive turn-overs increased,the teacher's scaffolded feedback increased and the feedback focused more on the discourse content,and the student's key competencies were also improved.Here are four improvement strategies for English teachers' classroom feedback in junior middle school from the perspective of social-cultural theory based the study: respecting different voices of students and creating an equal classroom discourse environment;focusing on content feedback and paying attention to students' discourse meaning;using problems as a support to promote the development of students' thinking quality in the feedback;using dynamic feedback to promote continuously productive teaching.The writer makes an attempt to explore a new way to use the classroom feedback from the socio-cultural perspective and the writer wishes to provide some enlightenments for the teachers in positions when they are providing the classroom feedback for students.Thereare still some defects in this research that need to be improved in future research and teaching practice.