A Comparative Study Of Feedback From Novice And Experienced Teachers In Teacher-student Interaction In High School English Classrooms

In English classroom teaching,teacher feedback is very important.Relevant research at home and abroad shows that teacher-student interaction in the classroom is conducive to learning,and teacher feedback can not only promote teacher-student interaction,but also improve learning efficiency.From the research situation at home and abroad,many researches are mainly concentrated on the functions and types of teacher feedback.However,there are few comparative studies on feedback between different teacher groups,such as novice English teachers and experienced English teachers.Therefore,based on the Krashen input hypothesis,the Swain output hypothesis and the Long interaction theory,this paper makes a comparative study on the feedback between novice English teachers and experienced English teachers from the perspective of teacher-student interaction,and answers the following questions:(1)In teacher-student interaction of high school English classes,what are the similarities and differences in teacher feedback used by novice and experienced teachers?(2)What effect does teacher feedback have on teacher-student interaction?The study mainly adopted the methods of questionnaire,classroom observation and interview,with 10 English teachers(5 novice teachers and 5 experienced teachers)in a high school in Jining as the research subjects,combining quantitative analysis with the qualitative analysis to analyze the data and draws the following conclusions.Firstly,in teacher-student interaction of high school English classes,the similarities and differences between teacher's feedback used by novice and experienced English teachers are mainly reflected in the number of teacher feedback and the type of teacher feedback.From the perspective of number,there is a significant difference between novice and experienced English teachers.The number of experienced teachers' feedback is significantly more than that of the novice teachers.From the perspective of type,at first,the novice teachers and experienced teachers tend to use positive feedback instead of negative feedback.What's more,in the use of positive feedback,novice English teachers and experienced English teachers mainly use simple positive feedback,but the experienced teachers are more balanced in the use of various types of positive feedback.At last,in the use of negative feedback,novice English teachers and experienced English teachers mainly use repetition.Novice teachers are more than experienced teachers in the number of explicit correction,while novice teachers are less than experienced teachers in the use of elicitation,recast and meta-linguistic feedback.And the least what the two types of teachers use is clarification request.Secondly,positive feedback can promote classroom teacher-student interaction.Meta-linguistic feedback,repetition,elicitation,recast and clarification request innegative feedback are beneficial to teacher-student interaction,but explicit correction is not conducive to teacher-student interaction to a certain extent.In general,the study has basically achieved the expected goals,laying a practical foundation for further research in this field.This comparative study of feedback between novice and experienced teachers is conducive to the effective use of teacher feedback in the teaching process of future,and then promotes classroom teacher-student interaction and improves students' English.