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4. Results and Discussions

4.1 Contrasts between Teachers of Experienced and Inexperienced
In this paper, inexperienced teachers refer to the teachers who have less than six years’teaching experience, and experienced teachers refer to the teachers who have more than sixyears’ teaching experience. In the following part, the similarities and differences ofexperienced teachers are presented at first, and then the similarities and differences ofinexperienced teachers are described.In this research, the experienced teachers refer to the teachers who have more than sixyears’ teaching experience. By contrasting, it can be found that there are both similarities anddifferences between them. There are two similarities between the teachers. Above all, they alluse verbal and non-verbal feedbacks. What’s more, they all tend to use positive feedbackbecause positive feedback can encourage learners to express their own ideas freely, on thecontrary, negative feedback may discourage the learners. So this result is similar withNuman’s conclusion that positive feedback is better than negative feedback for improvinglearners’ action (1991:140). The difference between them lies in the feedback use. Accordingto different teaching aims, different teachers tend to use different kinds of feedbacks.Following, the primary findings among experienced teachers are talked in detail, based on theTable 4-1 and 4-2.

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Conclusion

By now, a general description of teacher feedback uses in classroom teaching can begained and detailed information has been discussed in previous chapter. According to theanalysis of collected data, the answers to the research questions naturally follows in this studyand the major finding are concluded as follows:Generally speaking, there are six kinds of feedbacks used by teachers in present study.From the above discussions, it is easy to find simple approval feedback is frequently used byall of these teachers, and elicitation feedback is least used by teachers. Different feedbackshave different influences on classroom teaching. After analysis, it can be found that simpleapproval and explicit correction fail to provide more chances for students to perform, whileexpansion and elicitation are able to create more chances for students to perform.Based on the different purposes of different classroom teachings, different teachers tendto use different kinds of feedbacks. From the above discussion, it can be found thatexperienced teachers with lower education backgrounds are likely to use indirect explicitcorrection feedback, while experienced teachers with higher education backgrounds tend touse prompt feedback. The inexperienced teachers with lower education backgrounds arelikely to use simple approval feedback, and inexperienced teachers with higher educationbackgrounds tend to use expansion feedback. All in all, they all try their best to achieve theirteaching aims.
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