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5.2 Limitations and Suggestions for Further Study...................53

Chapter Four Results and Discussion

4.1 Description of Feedback of Three Teachers

In this study,classroom observation and recordings are used to investigate thestatus quo of teacher’s feedback types in junior middle school English classroomteaching.First,the teacher’s feedback is divided into two types on the basis ofNunan’s(1991)classification:verbal feedback and non-verbal feedback,and eachteacher’s classroom instruction is observed.Second,the recording materials aretranscribed into written texts and noted with IRF three-stage mode.For theinvestigation of classroom observation,descriptive statistic methods are used torepresent the different proportions of verbal and non-verbal teacher’s feedback.Table4.1 shows the research results.And the specific classification will be analyzed in thenext section(see 4.2).

Chapter Five Conclusion

5.1 Main Research Findings

Classroom observation,recording,questionnaire and teacher-student interviewsare used in this study to investigate the teacher’s feedback in junior middle schoolEnglish classroom,and the major findings are as following:

First,teachers mainly take verbal feedback strategy,seldom use or even lack ofnon-verbal feedback strategy.The data obtained from the transcription of classroomobservation are recorded on video.Moreover,the results of classroom observation andteacher interview show that there are two main types of teacher’s feedback in juniorEnglish teaching:verbal feedback and non-verbal feedback.Among them,verbalfeedback appears more frequently than non-verbal feedback in English class(seeTable 4.1 and Table 4.6-4.8).Through classroom observation,teachers are moreinclined to give verbal feedback to students after students answer questions.Verbalfeedback is more specific than non-verbal feedback,so that students immediatelyknow how to act.In short,teachers use verbal feedback to clearly describe students’successes and shortcomings,and directly guide students in order to further interactwith them.According to students’questionnaires and interviews,students expect thenon-verbal feedback from their teachers,because non-verbal feedback,such as eyecontact,facial expressions and gestures,can convey people’s attitudes and feelings toothers.

Second,teachers use feedback strategies in a variety of ways depending on thesituation.First of all,in junior middle school English classroom teaching,the usage offeedback strategy containing positive factor is higher than containing negative factor.Among them,the feedback strategies containing positive factors account for 74%,thefeedback strategies containing negative factors account for 12%(see Table 4.1-4.5).In accordance with classroom observation and teachers interview,teachers prefer toprovide feedback containing positive factor for the students when they answerquestions,because this kind of feedback strategy can stimulate students’interest andhelp students form a positive attitude towards English learning.And according to the result of questionnaire and student interview,positive feedback strategy can promotestudents’interest and motivation in English learning(see Figure 4.2 and Table 4.10).Positive feedback not only helps students本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。