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ioned above,teacher’s feedback consists of two classifications:verbal feedback and non-verbal feedback have been noted as early as scholars beganto study teachers’feedback in classroom.In light of the simplest dichotomy,Nunan(1991)and Zhao(1998)further divide verbal feedback into positive and negativefeedback.Positive feedback refers to the teacher’s positive response to the learner’sperformance and language form,such as“Good”,“Very good”,“You did a good job”and so on while negative feedback refers to the teacher’s questioning and disagreeingwith students’answers and performances.Lyster&Ranta(1997),who studiesnegative feedback by using the term“error correction feedback”,classifies it intoexplicit correction,recast,request clarification,metalanguage feedback,elicitation,and repetition.Cooper(1988)proposes that non-verbal feedback includes bodylanguage,proxemics,spatial arrangement,time language,paralanguage,environmental factors,physical attractiveness and artifacts as well as touch.

Chapter Two Literature Review

2.1 Related Study of Teacher’s Feedback Aboard

There are various researches related to teacher’s feedback in the field of SLA(second language acquisition).In the past two decades,those researches have beendeveloping in following aspects:the effectiveness of teacher’s feedback,students’preferences and attitudes towards teacher’s feedback,teacher’s feedback and student’sabsorption of teacher’s feedback,and the efficiency comparative study of peerfeedback and teacher’s feedback.Consequently,they also stress the importance ofteacher’s feedback in language learning process.Language learning is the process ofcontinuous conversations.In English classroom teaching,teacher’s feedback not onlyprovides for the clues and connections between teachers and learners,but also plays arole in their language output,emotional and learning achievement evaluation.

Since the 1970s,among the researches on the dialogue between teachers andlearners in classroom teaching,the most typical and influential is IRF(Initiation-Response-Feedback)discovered by Sinclair&Coulthard(1975).That is,when the teacher asks questions in the initiating move,the learner answers in theresponse move,and then the teacher responds to the learner’s answer in the follow-upmove.Hence,scholars in mounting numbers start to study teacher’s feedback.

In the 1980s,SLA theory with the in-depth development provides more and morereliable theoretical supports for the deepening research of teachers’classroomdiscourse.Among them,Krashen’s Input Hypothesis(1982;1985)and Long’sInteraction Hypothesis(1983)are the most well-known.According to Krashen’s InputHypothesis,learners’successful language acquisition is based on comprehensiblelanguage input from teachers.

Chapter Three Research Design.....................13

3.1 Research Questions....................13

3.2 Research Subjects.......................13

Chapter Four Results and Discussion..............................19

4.1 Description of Feedback of Three Teachers........................19

4.2 Different Strategies Teachers Use in Their Feedback......................20

Chapter Five Conclusion.............................51

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