A Study On The Influence Of Feedback Types On Students’ Oral Output In Oral English Teaching Tasks In Senior High School

Under the influence of exam-oriented education,teachers,schools,parents and society all judge students by their grades,and attach great importance to exam scores.Because there is no oral speaking test in various entrance examinations,the current teaching situation is that English teaching in China pays attention to teaching English language knowledge and the cultivation of listening,reading and writing skills related to the examination,but often ignores practicing oral English ability.As the developers and guides of classroom teaching activities,teachers’ communication and interaction with students in the classroom and their feedback on students’ oral performance play an indispensable role in enhancing students’ confidence in expressing English and promoting the improvement of students’ oral English.Teacher’s feedback is not only an important part of classroom discourse,but also a unique information material for students’ language learning.At the same time,teachers’ feedback will also affect the quantity and quality of students’ oral output.Therefore,how to use teachers’ feedback more efficiently and reasonably to promote students’ oral output is a problem worthy of in-depth discussion.At present,there is limited empirical research on the influence of different types of feedback senior high school English classroom teachers on students’ oral output.Therefore,based on Input Hypothesis(Krashen,1985),Comprehensible Output Hypothesis(Swain,1985),Interactionism theory(Long,1983)and IRF Model(Sinclair & Coulthard,1975),through classroom observation,recording and questionnaire survey,this study studies the impact of different types of feedbacks on students’ oral output in oral teaching tasks of senior high school English teachers in a township middle school.By analyzing classroom observation,classroom recording and classroom record table,35 student questionnaires,10 teacher questionnaires and the results of interviews between students and teachers,this paper summarizes the influence of the types of positive and negative feedbacks used by teachers on students’ oral output in senior high school English classroom,and puts forward corresponding countermeasures,so as to provide some references for senior high school English teachers to use classroom feedbacks effectively.The research questions of this paper include: 1)What forms of oral feedbacks do teachers often use in class? 2)What are the attitudes of teachers and students towards different types of oral feedbacks? 3)How can teachers give effective feedbacks to different students in oral tasks to promote students’ oral output?The major findings of this paper are as follows: Firstly,when teachers give oral feedbacks to students,the frequency of positive feedback is higher than that of negative feedback,and the former obviously plays a more positive role in promoting students’ learning.Secondly,there are some differences in students’ and teachers’ attitudes and preferences towards teachers’ different feedbacks.Finally,the influence of positive feedback on students’ oral output,complexity and accuracy is more prominent than negative feedback.At the same time,it is suggested not to ignore the impact of negative feedback on students’ oral output.According to the research findings and data analysis,this paper puts forward the following suggestions: Firstly,teachers can make rational use of positive and negative feedback strategies to improve the quality of classroom feedback.Secondly,teachers can use various classroom feedbacks to improve students’ oral ability according to different students in certain context.Finally,teachers can start from the reality of classroom teaching,improve classroom design and give full play to the value of feedbacks.