Abstract
This paper studies types and characteristics of the teacher classroom feedback through the investigation of 22 classes of 22 senior high school English teachers. Non-participatory observation method was adopted to examine types and characteristics of teacher feedback based on the videos of the 11th National Senior High School English Teaching Demonstration. The purpose of this study is to find out existing problems of teacher feedback so as to improve senior high school English teachers' teaching ability. According to classroom observation and data analysis, the types of the teacher feedback include positive feedback, negative feedback and multiple feedback. The characteristics of the teacher feedback are as follows: among 3 feedback types, positive feedback is the most frequently used one and negative feedback is often used with positive feedback. The existing problems in teachers' feedback are: general feedback including matter-of-fact praise and general praise is often given by teachers; students are often interrupted by teacher feedback; the teacher feedback focuses more on form of student language than on meanings of interaction between teachers and students. In terms of the types, characteristics and problems of teacher feedback, this study gives some suggestions for English teachers in senior high schools to develop their teaching ability of giving feedback.
Highlights
1.1 Research BackgroundWith the publication of China's General Senior High School Curriculum Standards for English (2017 edition) launched by The Ministry of Education of the People‟s Republic of China, the importance of feedback is paid much attention by English teachers
Teacher's feedback is of great importance in the teaching process, which can be divided into positive feedback and negative feedback
This research investigated 22 teachers' feedback in senior high school based on national high-quality senior high English classroom teaching cases
Summary
With the publication of China's General Senior High School Curriculum Standards for English (2017 edition) (hereinafter called „CS‟) launched by The Ministry of Education of the People‟s Republic of China, the importance of feedback is paid much attention by English teachers. According to the CS, in practical teaching, teachers should deal with the relationship between assessment, teaching and learning, and promote integrated implementation of them. Teacher feedback is one of most important types of assessment which is emphasized in CS. The vital purpose of senior high school English teaching is to improve Chinese students' English subject core competency which involves developing students' higher-order thinking ability. Teacher feedback is a crucial source for guiding students to reflect on their thoughts and action and is a form of social mediation(Ellis, 2009). It offers teachers an opportunity to examine students' learning condition. In order to improve senior high school English teachers' feedback quality, this research analyzed 22 teachers' feedback in senior high school teaching cases
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