| In the context of the new curriculum reform,students’ communication abilities are being increasingly valued.As a part of classroom teaching,classroom interaction can provide an environment for communication between teachers and students.As a part of teacher discourse,teacher feedback plays an important role in classroom teaching.In English classes,effective teacher feedback is good for classroom interaction.On the one hand,it can stimulate students actively participating in class and enhance students’ learning interest and confidence.On the other hand,it helps promote the input and output of students’ target language.Therefore,the study of the impact on teacher feedback on classroom interaction is of great significance.According to the literature review,the related domestic research starts late and it mainly focuses on the university and senior high school.However,the research on junior high school is relatively less.Based on the theoretical bases of Input Hypothesis,Interaction Hypothesis,and Output Hypothesis,this research aims to answer the following questions:(1)What are the types of English teacher feedback in junior high school? What are their distribution characteristics?(2)What is the impact of different types of teacher feedback on classroom interaction?Through the analysis of classroom observation,questionnaire and interview,the major findings are as follows:(1)There are five types of positive feedback and five types of negative feedback in junior high school English class.The frequency of different types of positive feedback from high to low is as follows:simple praise,repetition followed by praise,comment followed by praise,questioning and summary.The frequency of different types of negative feedback from high to low is explicit correction,elicitation,doubtful repetition,clarification request,and criticism.(2)Questioning,elicitation,doubtful repetition,and clarification requests are good for classroom interaction.They can provide more opportunities for communication between teacher and students.What is more,they also inspire students to think positively,and promote students’ language output.While simple praise,repetition followed by praise,comment followed by praise,and summary can help increase students’ confidence in learning English,but they provide fewer chances for students’ language output.Explicit correction and criticism make some studentsfeel losing face,which is not conducive to classroom interaction.This thesis has some references for the research on teacher feedback.And it helps teachers improve the using efficiency of feedback,so as to promote classroom interaction in junior high school and improve the teaching effect. |
