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of teacher feedback and to promote teachers to summarize andrethink their feedback, so that teachers can know their advantages and disadvantagesand modify their teaching language. Students can be encouraged by the teachers’feedback, and students’ confidence in language learning can be build up.

Chapter Two Literature Review

2.1 Teacher Classroom Discourse

The definition of classroom discourse in the Longman Dictionary of LanguageTeaching & Applied Linguistic is the language that can be used in the classroomsituation. For a long time, classroom discourse is called teacher talk (Chaudron, 1988).Most of previous studies of teacher classroom discourse mainly focus on teacher talk.In fact, classroom discourse means the language which the teacher produces in theclassroom, including teacher discourse and students discourse (Cheng Xiaotang,2009). Since classroom discourse consisting of teacher discourse and studentsdiscourse, teacher discourse and students discourse should be discussed and analyzed.The study about students discourse belongs to interlanguage researches. In this study,the emphasis is teacher discourse rather than students discourse, so student discoursewill not be discussed or analyzed.

In foreign countries, classroom discourse studies focuses not only on languageteaching classes but also other subject classes. However, at home, most classroomdiscourse researches focus on language teaching classes especially English teachingclasses. Because English has special function in English classes, which is not only thelearning aim but also the medium of conducting teaching. According to Chinesecurrent situation of classroom discourse research, Cheng Xiaotang describes therelationship of English teacher discourse with other types of discourse in languageteaching with diagram (see Figure 2.1).

2.2 Teacher Feedback

2.2.1 Definitions of Teacher Feedback

Before knowing about “teacher feedback”, it is necessary to understand thedefinitions of “feedback”.

Robert de Beaugrande makes sure that the term, feedback, was first used inelectronic engineering and then explores in biology, psychology, and other scientificscience fields ( Xu Chuanhui, 2013).

Duncan (1985) supposes feedback refers to the listener’s reaction to the speakerand is also called feedback discourse.

Hillman, Schwandt, and Bartz (1990) suggest that feedback, as a special activity,provides information to staff numbers about the effectiveness of their performance,indicating a staff number’s performance whether meet job expectation.

According to Li Yue’e (2007), there are verbal feedback and non-verbalfeedback. Verbal feedback means the communicator’s verbal behavior, stimulated bythe speaker, indicating where the communicator is and what the communicator wantsto express. On the contrary, non-verbal feedback refers to the communicator’snon-verbal behavior, such as facial expressions, gestures, body language, etc.

In Brookerhart’s (2008) view, in its board sense, feedback is the thing “thatmatches specific descriptions and suggestions with a particular students’ work”, withmultiple forms not only oral form, but written or visual form. In her perspective, theterm feedback means teacher feedback on student schoolwork.

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