A Study On The Feedback Language Of Junior High School English Teachers From The Perspective Of Conversation Analysis

As an important part of teachers' classroom discourse,teacher feedback plays an important role in English teaching.As the turn in class,teacher feedback can connect teachers with students and prompt their communication.Therefore,it' s necessary to discuss the relationship among teacher feedback,turn and turn-taking.However,there are a few researches focusing on teacher feedback in junior high school high-quality classes and fewer researches combining conversation analysis with teacher feedback.Based on the affective filter hypothesis by Krashen and the interaction hypothesis by Long,this paper analyzes teacher feedback in junior high school high-quality classes from the angle of conversation analysis in order to answer the following questions:(1)What are the characteristics of teacher feedback in junior high school high-quality classes?(2)What are the effects of different teacher feedback on turn-taking between teachers and students?This paper takes 30 high-quality classes as the research objects by combining quantitative and qualitative research methods,we collect data through the methods of classroom observation and interview.Through analyzing the data,we find the following conclusions.Firstly,the characteristics of teacher feedback in junior high school high-quality classes are mainly reflected in the types and discourse structures.For the type of feedback,the frequency of unitary teacher feedback is significantly higher than that of mixed teacher feedback.Among the unitary teacher feedback,the use of positive feedback is dominant,while the use of metalinguistic feedback and evaluation is the least.In addition,when students answer the question in a wrong way,teachers often use clarification requests to guide students to correct their answers,but explicit correction is less used.For discourse structure model,IRF(Initiation-Response-Feedback)is the main discourse structure model,while IR1F1/R2F2(Initiation-Response1-Feedback1/Response2-Feedback2)is used least.Secondly,different types of teacher feedback have different effects on turn-taking.Positive feedback,repetition and evaluation lead to turn-taking stop between teachers and students,but induction,clarification requests,meta-linguistic feedback and explicit correction increase the frequency of turn-taking.Whether it is unitary teacher feedback or mixed teacher feedback,the length of teachers' turns is always longer than that of students' turns.The topics in class are always put forward and controlled by teachers.In terms of turn-taking strategy,teachers and students are used to giving turns.Teachers will take turns when they use clarification requests and explicit correction to correct students' mistakes in time.What' s more,when teachers choose mixed teacher feedback to evaluate and expand the knowledge,they use symbolic phrases to hold turns,which allows students to realize that teacher' s turn has not finished.Though due to the constraint of real situation,the interview sample of this paper was not as large as expected,the research findings provide the implication for English teachers in junior high school about how to use the teacher feedback effectively,which can enhance the classroom communications between teachers and students and improve the efficiency of teaching and learning.