| In view of the important role of teaching feedback in teaching,the research on teaching feedback has been quite fruitful.As far as language teaching is concerned,proper and great teaching feedback can promote the learning effect of language learners.But in recent English classroom teaching,teachers still have some problems in the feedback to the students,so it is necessary for us to conduct a deep research on the teachers’ feedback.This dissertation focuses on four aspects: the quantity of teacher’s feedback discourse,the type of feedback,the bias of feedback and the attitude towards feedback.A qualitative and analytical analysis method is used to compare the classroom feedback language between the skilled teachers and the novice teachers engaged in junior high school English teaching.In the process of the subject,in order to improve the accuracy of data analysis,this study compares and analyzes the teaching feedback of the two types of teachers,and compares them by using questionnaires,classroom recordings,classroom observations,interviews and exchanges,and literature research.The study found that there are many differences in teacher feedback between the two types of teachers.Further,this dissertation also reveals some main characteristics and present situation of English classroom teaching in middle schools.This paper mainly leads to the following research results.Firstly,in the amount of feedback in the classroom,the amount of words spoken by proficient teachers is significantly less than that of novice teachers.Proficient teachers can properly use various appropriate feedback methods to guide students,making students to output more words,while novice teachers are mainly indoctrinated,and students have fewer opportunities to participate,greatly reducing the activity of students in the classroom.Secondly,junior high school English teachers usually do not adopt a single classroom feedback.However,there is a difference in the type of feedback between the novice and the proficient teachers.Skilled teachers are good at using more effective and positive feedback than novice teachers to encourage students’ motivation to learn,and this is their main difference.In the aspect of feedback types,proficient teachers use more inquiring questions than novice teachers to provide more language output opportunities for students,and are more inclined to make various interactive changes to students’ classroom activities.Thirdly,although both types of teachers recognize the essential role of the feedback in the English classroom teaching,the students’ questionnaire results indicate that proficient teachers can give more positive feedback instead of giving them right answers directly.Through the comparative study of proficient and novice teachers,this dissertation aims at alerting teachers to make full use of all kinds of feedback types.In the process of use,teachers should judge according to the students’ learning participation behavior and performance.It is hoped that more teachers can realize the importance of positive feedback and induced feedback to students’ learning,and then meditate deeply about how to use feedback to make a profound impact on students’ language learning.Further,the dissertation also suggests that English teachers,especially novice teachers,should change their teaching concepts,pay attention to the quality of teacher feedback,continuously improve their ability to integrate foreign languages,master more flexible questioning skills,and learn to use more appropriate feedback to provide students with more effective and understandable language input to motivate students to participate in classroom interactions.In addition,for teachers,whether they are new or skilled,they should pay close attention to the emotional needs of students.Novice teachers and skilled teachers should also design the teaching process and teaching methods according to the actual needs of the students.Teachers should consider the needs of students and students’ age characteristics in planning and teaching. |
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