Research On The Impacts Of Teacher Feedback On Students’ Oral Output In Senior High School English Classroom Teaching

As one of the important components of teacher discourse,feedback plays a pivotal role in teachers’ classroom teaching and learners’ language acquisition process.It is not only the main source of learners’ language input,but impacts the quantity and quality of students’ oral output.In addition,appropriate feedback can also facilitate the communications between teachers and students,providing more learning opportunities for students and effectively stimulating the motivation of students to learn English.Currently,there are abundant studies research on the influence of teacher feedback on students’ oral output,but most of them focus on positive feedback and negative feedback,and few studies concentrate on the research of single feedback and complex feedback.On the basis of Input Hypothesis,Output Hypothesis and Interaction Hypothesis,this research uses classroom observation,audio-recording and questionnaire to research on the impacts of teacher feedback on students’ oral output in high school English teaching.This study includes the following four research questions: 1.What is the proportion of the single feedback and complex feedback in different English teachers’ classes? 2.What are the influences of single feedback and complex feedback on the accuracy,complexity and fluency of students’ oral output? 3.What are the attitudes and preferences of students about teacher’s single feedback and complex feedback? 4.What are the strategies to improve the efficiency and precision of teacher feedback? In order to solve these questions,the author selects four English teachers in a high school in Chengdu as the research participants to explore the status quo of feedback using during their teaching,and to observe whether their feedback has a positive impact on students’ oral output.The data obtained by Excel and SPSS are analyzed,and the results show that teachers generally use single feedback in English teaching,but complex feedback can further promote the complexity,fluency and accuracy of students’ oral output.The sentences they produced contain more complex sentences,less hesitation,repetition and reformation.Besides,their sentences accuracy is much higher.In addition,during the questionnaire survey process,the author finds that students hold positive attitudes towards the two types of feedback and are more willing to receive complex feedback from their teachers.In order to help teachers correctly understand the function of teacher feedback and flexibly use teacher feedback to promote learners’ oral output,the author try to propose these suggestions: First,teachers can use action research to reflect on their own use of feedback.Second,teachers should attach more importance to complex feedback.Third,teachers should pay attention to the appropriate use of corrective feedback.Fourth,teachers should use feedback to build scaffolding for students.