Research On Teacher Feedback In English Interactive Classroom In Junior High School

Intheprocessof Englishlanguagelearning,teacher’sdiscourseisthe carrier of communication between teachers and students.Under the requirementsofthenew Englishcurriculum reform injuniormiddleschool,the qualityofclassroom interactionhasbeengivenmuchattention.Inthemiddle school Englishclass,teacherfeedbackgreatlyaffectsthequalityofclassroom interaction,andultimatelyaffectstheoverallqualityof Englishteachingin middleschool.Byconsultingtheliterature,theauthorfindsthatthereislittle researchonthefeedbackofjuniormiddleschool Englishteachers.Therefore,theauthorconductsaresearchonteachers’ feedbackin Englishclassroom interactioninjuniormiddleschool,discussestheuseofteachers’ feedback,analyzethefactorsaffectingstudents’ participationinclassinteraction.This studyconductsacasestudyonthecurrentsituationof Englishclassroom teachinginamiddleschool,mainlyexploringthefollowingquestions:1.Whatistheusageofteacher’sfeedbackandtheproportionofdifferent feedback?2.Whatare theattitudesofteachersand studentstowardsdifferent feedback?3.Whatare the factors influencing students’ participation in class interaction?Howtoimprovethequalityofclassroom interaction?Basedon Rogers’ humanism,Krashen’scomprehensibleinputhypothesis,Vygotsky’ssocioculturaltheoryand Long’sinteractionhypothesis,theauthor conductsadetailedstudyontherealclassroom offour Englishteachers through classroom observation,questionnaire survey and interview.The authorconductedaquestionnairesurveyonthefeedbackof Englishteachers andthequalityofclassroom interactioninjuniormiddleschoolamong200 students,andinterviewed4teachersinthecasestudy.Itisfoundthatinthemiddleschool Englishclass,teachersusemore positivefeedbackandevaluativefeedback,andpositivefeedbackoccupiesthe mainpositionintheclassfeedback,followedbyevaluativeevaluation.Thetwo kinds of feedback,praises followed by comments and developmental evaluation,arewidelyusedbyteachers.However,studentsaremoreinclined tousethefeedbackmethodsofpraisesfollowedbycommentsanddiversity evaluation.Bystudyingthefactorsaffectingstudents’ participationinclass interaction,wefindthatthedegreeofconfidenceisamainfactoraffecting students’ participation in class interaction.From the side,itshows that teacherscanimprovestudents’ confidencebyusingpositivefeedback,and thenimprovethequalityofclassroom interaction.Basedontheresearch,inteachingpractice,teachersshouldpayattention tothediversityoffeedbacktypes,andonthebasisofunderstandingstudents,learntouseavarietyoffeedbacktypestopromotethequalityofclassroom interaction;Teachersshouldmakeuseofpositivefeedbackandevaluative feedbackto help students inputknowledge effectivelyand cultivate their learninginterest.Teachersshouldtakeadvantageofthecorrelationbetween positivefeedbackandclassroom interaction,cultivatestudents’ confidence and learning motivation,stimulate students’ enthusiasm for classroom interaction,andimprovethequalityofclassroom interaction.