A Correlation Study Of Junior School English Teacher Classroom Feedback And Students’ Oral Output

Influenced by examination-oriented education,China’s English teaching form pays more attention to the input of language knowledge,and often ignores the output of students’ language knowledge,especially oral output has always been a weak point for Chinese students.Teacher’s feedback is not only an important bridge between teachers and students,but also an important source to improve students’ language input and output,so how to use teacher’s feedback more efficiently to promote students’ oral output is a problem worthy of in-depth study.However,there are limited studies on the correlation between single and complex teacher’s feedback and the amount of students’ oral output in junior high school English classrooms.Therefore,this study takes the input hypothesis,interaction hypothesis and output hypothesis as the main theoretical foundations,and adopts the discourse analysis method and classroom observation method to carry out research and analysis.This thesis selects 21 high-quality demonstration classes of junior high school English from the National Education Public Platform as research subjects.Through the observation of reading,listening and speaking and grammar classes,this thesis summarizes the current situation of teacher’s feedback used by junior high school English teachers.After that,SPSS26.0 data analysis software will be adopted to analyze the correlation between teacher’s feedback and the amount of students’ oral output,and then propose some relevant teaching suggestions,hoping to provide some references for junior high school English teachers in the use of classroom feedback.The research questions of this study include:(1)What are the main types and frequency distributions of classroom feedback of English teachers in junior high schools?(2)What is the relationship between the English teacher’s feedback and the amount of students’ oral output in junior high school? The results show that:(1)English teachers in junior high schools are more likely to use single feedback than complex feedback in classroom.Among the single feedback,elicitation is used most frequently in the junior high school,followed by positive feedback and repetition.While positive feedback with repetition were used most frequently in complex feedback.(2)There is a positive correlation between teacher’s feedback and the amount of students’ oral output.In other words,the classroom feedback of junior high school English teachers has a certain degree of influence on the amount of students’ oral output,and the use of appropriate feedback by teachers will promote more students’ oral output.Specifically,English teachers are encouraged to use more complex feedback to promote the amount of students’ oral output,and teachers should adopt effective teacher’s feedback for different lesson types.Based on the above research findings and data analysis,some suggestions will be provided:(1)Teachers should pay attention to the application of teaching theory and teaching reflection.(2)Teachers should focus on the clarity and timeliness of the use of feedback as well as the use of complex feedback.(3)Teachers should control reasonable waiting time.(4)The use of teacher’s feedback should be combined with different lesson types,that is,what kind of feedback in different classrooms can stimulate more students’ oral output.