A Study On Teacher Feedback In Teacher-student Interaction In Middle School English Classroom

As a carrier of classroom teaching language and students’ learning goals,teachers’ discourse can not only reflect students’ response status and grasp of the target language,but also be regarded as an important source of students’ language input.This article selects the junior middle school English teacher feedback in classroom teaching as the research subject,mainly studies the following questions:1.The types and proportion of teacher feedback in junior middle school English classroom;2.The influence of teacher feedback on classroom interaction;3.Students’ attitude and preference towards teacher feedback.On the basis of Rogers’ humanism,Krashen’s comprehensible input hypothesis and affective filter hypothesis,and Long’s interaction theory,through the research methods of classroom observation,record and transcribing,and questionnaire,it is expected to draw some inspirations to improve the interaction and promote teachers to better use classroom feedback,and make recommendations accordingly.In this paper,the main research results are as follows:1.Through the statistics and induction of teacher feedback in the current English classroom teaching in junior middle school,it is found that teachers use 13 types of feedback,including simple positive feedback,repetition,expansion,evaluation,induction,meta-linguistic feedback and euphemistic negation,etc.The mixed type of feedback includes8 kinds of feedback: simple positive feedback plus repetition,simple positive feedback plus extension,and repeated error correction plus repetition,etc.The proportions of the unitary feedback and the mixed feedback obtained in this study are 76.29% and 23.71% respectively.It can be seen that the frequency of the unitary feedback is still higher than that of the mixed feedback in the current English classroom teaching in junior middle school,but the gap between the two has been significantly reduced.2.Teacher feedback has both explicit and implicit influence on students’ classroom interaction.The explicit influence includes the influence on students’ understanding and acceptance of information,students’ classroom participation and students’ oral output.Implicit influences include the influence on students’ learning motivation,self-confidence and anxiety.3.85.8% of the students think that teacher feedback plays an important role in English classroom teaching.82.3% of students think that teachers should give appropriate feedback to students’ answers.80.7% of the students think that effective teacher feedback can stimulate their learning interest and enhance their learning motivation.82.7% of the students thought the teachers’ specific comments,additions or personal comments on their answers were very helpful to them.When students made mistakes in their answers,81.1% of the students thought that teachers should not directly deny them,but should use appropriate feedback methods(such as repeated error correction,induction,etc.)to correct themselves.According to the research results,this paper puts forward the following suggestions: 1.Teachers should fully understand the important role of feedback language in classroom teaching and improve the level of feedback language use.2.Teachers should improve their teaching quality,improve and use various feedback methods flexibly.3.Teachers should constantly reflect on their application of feedback in practical teaching,understand students’ preference,and try their best to meet students’ individual needs.