The Research Of Teachers’ Feedback In English Teaching Of Primary School

The main issue of this study is the types of teachers’ feedback in primary school English classroom teaching and the distribution of specific strategies.Based on the analysis and judgment of the data of this study,the study puts forward corresponding improvement suggestions on the deficiency of teachers’ feedback level in primary school English teaching process,so as to strengthen and improve the feedback ability of primary school English teachers.Teacher feedback refers to teachers’ responses to students’ responses in class,involving the use of verbal feedback and non-verbal feedback.This study focuses on the analysis and discussion of teachers’ feedback language in primary school English classrooms.This study uses classroom observation records,text transfer analysis,questionnaires,and takes the video lessons of nine teachers in the 15 th National Primary School English Teacher Teaching Basic Skills Competition and Teaching Observation Seminar in 2021 as the research object.It uses Krashen’s input hypothesis,Swain’s output theory and Vygotsky’s theory of social interaction as the theoretical basis.Combined with the questionnaire survey of 13 teachers and 230 students in XX City of Hubei Province,this paper described and analyzed the current situation of language use feedback from primary school English classroom teachers This study attempts to explore the following questions: Through observing the primary school English classroom,how to understand the use of teacher feedback in primary school English classroom teaching status? How to improve teachers’ ability of feedback in Primary School English Classroom Teaching? Through systematic observation and research on classroom feedback of teachers,it can not only expand the theoretical research on classroom feedback of primary school English teachers,but also strengthen the awareness of teaching language norms and improve the quality of classroom feedback of primary school English teachers.The study found that,first,teacher feedback in primary school English classroom teaching can be divided into content feedback,form feedback,theme feedback.These three types can be basically divided into ten common strategies.Second,in primary school English classroom teaching,different teachers use different types of feedback characteristics,but the basic rules are as follows: content feedback is the main type of feedback,followed by form feedback and theme feedback at least.Third,there is an unbalanced distribution of feedback strategies.Feedback lack of input,the cultivation of students’ language ability is insufficient;The feedback is lack of guidance and the training of students’ thinking ability is insufficient;Feedback language time advance,feedback timeliness is insufficient;The feedback language is not differentiated and the feedback is not targeted enough;At last,this study puts forward corresponding strategies to improve teachers’ feedback ability.The author also sorts out feedback templates that teachers can refer to and use in different situations.The improvement strategies include learning classroom feedback theory and flexible use of feedback forms;design classroom questions in advance and focus on generation in combination with presets;enhance the consciousness of turning the word,and the feedback discourse is concise and concise;according to the individual differences of students,the difference feedback can arouse thinking;cultivate the consciousness of reflective teaching and improve the quality of feedback discourse.