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本文是一篇英语教学法论文，本研究通过课堂观察，教师更倾向于在学生回答问题后向学生提供口头反馈。口头反馈比非口头反馈更具体，这样学生就能立即知道如何行动。简言之，教师使用口头反馈来清楚地描述学生的成功和缺点，并直接引导学生与他们进一步互动。根据学生的问卷调查和访谈，学生期望老师给予非语言反馈，因为非语言反馈（如眼神交流、面部表情和手势）可以传达人们的态度和感受。

Chapter One Introduction

1.1 Background of the Research

Since the 1970s,the research about teacher talk in English class has been widelyconcerned by linguists and scholars at home and abroad.Among them,the typicalstructure of classroom discourse,IRF(Initiation-Response-Feedback),which wasproposed by Sinclair&Coulthard(1975),provides a basic model for the later studiesof classroom interaction.Long(1983)tried to experiment with classroom teachingand came to the conclusion that classroom teaching plays a vital part in the acquisitionprocess,speed,and language ability of learners.Larsen Freeman&Long(1990)concluded that classroom learning may be helpful to the process of second languageacquisition,obviously to the speed of acquisition,and be beneficial to learners’ultimate language ability.Ellis(1994)conducted an empirical study on classroomteaching and held a positive attitude towards it.He believed that classroom learningcan assist learners to gain linguistic knowledge,idioms and grammatical rules at agreater level than natural language acquisition.Nunan(1999)argues that foreignlanguage classrooms should be learner-centered and the teacher’s role is to help andguide the students in learning the language.

During the internship at a junior middle school in Wuhan ETDZ,the authorobserved English classes from Grade 7 to Grade 9.It is observed that students in theupper grades are used to listening to the teachers’presentations in class and do notlike to take the initiative to answer questions.They only complete the assignedhomework every day and no longer dare to actively interact with the teacher in class.Whether the change from“active hand-raising”to“afraid to raise hands”is related tothe appropriate and effective feedback strategy from teachers in class,which in turnleads to a decline in their interaction and output.

1.2 Definition of Teacher’s Feedback

Many scholars,who have emphasized the significance of teacher’s feedback onclassroom teaching and students’learning,have defined the term“teacher’s feedback”in different fashions.

In terms of classroom communication,Ellis(1990)states that teachers provideverbal responses based on students’specific performances during classroom teachingin order to achieve smooth classroom communication.In terms of the function oflanguage acquisition,Bulter&Winne(1994)propose that the teacher’s verbalfeedback is the discourse that helps learners adjust,supplement,rewrite,confirm orreconstruct information.Ur(2000)defines teacher’s feedback as the informationgiven to learners about their learning performance with the purpose of improvinglearners’performance.And before their studies,Berlo(1960)has already proposedthat when we are writing,drawing,or making a gesture,we send a message.In otherwords,in addition to explicit verbal feedback,teachers’gestures and facialexpressions may convey certain information or feedback to learners,which can alsostimulate learners’performance in class.This is non-verbal feedback.

According to different definitions,the teacher’s feedback is also classified differently.As ment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。