A Study On The Influences Of Teacher Feedback On Classroom Interaction In Junior High School English Classroom

In English classroom teaching,teachers' classroom discourse is not only a tool for teachers to organize the whole classes,but also a key source for students' language input,which plays a very significant role in students' language acquisition process.the teacher feedback can provide evaluation about the students' performance in the classroom,it can increase the interaction between teachers and students as well as promoting the students' language acquisition level.However,according to the present study survey,most English teachers choose to focus more on how to effectively complete the teaching content so as to achieve the teaching goals,and neglect the power of teacher feedback on students in the current teaching situation of junior high school English classroom in China.Therefore,it is an urgent problem to improve junior high school English teachers' understanding of classroom feedback and increase its effectiveness.To further comprehend the types of feedback used by junior high school English teachers in classroom interaction and the attitudes of teachers and students towards teacher feedback,the present study makes the investigation and study on junior high school teacher feedback.Four classes and four experienced teachers from the Experimental junior high school of Xuchang Economic and Technological Development Zone are selected as subjects to investigate the following three questions:(1)What are the distributions of single feedback and mixed feedback in junior high school English classroom teaching?(2)What are the effects of single feedback and mixed feedback on classroom interaction?(3)What are the attitudes of teachers and students towards teacher feedback?In order to answer the above questions,the present study is based on IRF(Initiation-Response-Feedback)discourse analysis theory,input hypothesis theory,interaction theory and output hypothesis theory,collecting data through classroom observation and classroom record of the four teachers' lessons,students' questionnaire and teachers' interview.Then the data are collected and analyzed by SPSS22.0.The data analysis shows that: Firstly,the frequency of single feedback is higher than mixed feedback in junior high school English classroom teaching;Secondly,different types ofteacher feedback are selected according to their teaching content;Thirdly,students have higher expectations for the rational use of teacher feedback;Fourthly,different educational concepts of teachers have different effects on the use of teacher feedback.Based on the above survey results,the present study puts forward the following suggestions to improve junior high school English teachers' understanding of teacher feedback and increase its effectiveness: Firstly,teachers should actively learn the relevant knowledge of teacher feedback;Secondly,teachers should expand the theoretical knowledge of psychology to promote the interaction between teachers and students in class;Thirdly,teachers should use different types of teacher feedback reasonably according to different types of teaching;Fourthly,teachers should pay attention to the students' response to teacher feedback in time and adjust the feedback strategies effectively;Fifthly,teachers should increase reflection after class to improve the way of feedback in class.