| Teacher feedback serves as a bridge for T-S information exchange.There has been a great deal of research into its types.While based on the Initiation-Response-Feedback Model,many studies only focus on corrective feedback and student uptake.It has been shown that if the F-move can be used flexibly and effectively,it can become a springboard to drive the student’s subsequent output.In EFL classes,however,it is unclear how teachers use the F-move and how students’ further responses are shaped by it.Therefore,based on the IRF Model,this study collected 28,000 words of classroom discourse,analyzed general features of teacher feedback and students’ further responses,focused on the distributive features of three specific feedback and their role in shaping students’ subsequent responses,and tried to analyze factors that affect the effectiveness of teacher feedback,and then summarized effective strategies in presenting feedback.Specific research questions are as follows:1.What are the general features of teacher feedback and students’ further responses under the IRF Model in junior high school English classes?2.In IRF Model,what are the distributive features of teacher feedback(content feedback,form feedback,theme feedback)and students’ further responses?3.How do the three kinds of teacher feedback(content feedback,form feedback,theme feedback)shape students’ further responses?The sample for this study was taken from a public school in Shenzhen,Guangdong province.By transcribing,coding classroom discourses in the 10 English lessons and analyzing interview data,the following results are obtained:(1)The frequency of the IRE Model is higher than that of the Extended IRF Model,and the fraction of teacher feedback utterances and no further response moves is larger,while the fraction of further response moves by students is smaller.For now,most English classrooms in junior high schools remain teacher-centric.(2)The ratio of F-move to students’ further responses move is 2.2:1,which is consistent with the distributive characteristics of teacher feedback.Theme feedback that focuses on language meaning takes up a small proportion,while the evaluative content feedback that takes up the largest proportion deprives students of the opportunity for further output.The distribution of different feedback strategies shaped that students’ further responses were mostly presented with simple yes or no forms,or separated words and phrases.The F-move were more common in the strategies of yes or no questions,alternative questions,overelaboration,and fill-in-the-blanks utterances,while the open questions were less involved.(3)From a vertical perspective,theme feedback can prompt students to produce further responses the most,while content feedback is the least.From the horizontal perspective,toss-back in content feedback,negotiation of form in form feedback and further questions in theme feedback can provide students with more opportunities to use the target language and promote more complete utterances.(4)The use of teacher feedback is comprehensively influenced by teachers’ teaching experience,educational beliefs,and knowledge repertoire.The study found that novice teachers are inexperienced and lack confidence,and they tend to be overelaborated and over-control the classroom when giving feedback.At the same time,the teacher focuses too much on covering all contents in a limited amount of time and ignores the meaning of students’ responses.Finally,some teachers lack a repository of knowledge on teacher feedback.Nor are they aware of the important role that teacher feedback can play in stimulating further output from students.Thus,feedback move is an unconscious and mechanical practice.This study shows that,in junior high school English classrooms,teacher feedback is mainly used to evaluate students’ answers and provide language input,and most of them are teachers’ unconscious and predetermined behaviors,which shapes the short and close-ended students’ further responses.Based on these findings,this study also proposes relevant pedagogical recommendations to improve the effectiveness of teacher feedback. |
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