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本文是一篇初中英语教学论文，本文根据对研究数据的分析，为了提高教师反馈的使用质量和课堂互动，笔者提出了以下启示。首先，教师应从理论上加强对教师反馈的学习。初中教师应更加重视教师话语和教师反馈，学习更多关于教师话语和教师反馈的理论知识，重视教师话语和教学计划的设计。高质量的教师反馈可以使课堂更有吸引力，提高课堂效率。
Chapter One Introduction

1.1 Research Background

1.1.1 Theoretical Background

Long (1983) has proved that classroom teaching can strengthen learners’language acquisition in an effective and efficient way through teaching experiments.In classroom teaching, learners can acquire language more quickly and rememberlonger. After analyzing the interrelated realistic research, Ellis (1990) also generalizesthat classroom teaching plays a crucial role in language acquisition. And Ellis infersthree opinions from classroom experiments: Classroom teaching is advantageous tothe acquisition of idiomatic expressions; classroom teaching is conducive to grammaracquisition; the second language learner who learns in the classroom has a betterlanguage acquisition than the one who learns in the natural environment. In China,most junior high school students acquire English in the classroom, and they have fewopportunities to get in touch with an authentic language environment. Therefore,teacher talk becomes the most essential resource of students’ language input.

Nunan (1990) points out that teacher talk acts a pivotal role in the organization ofsecond language classroom teaching and the students’ language acquisition. Teachers’perfect classroom organization can only produce the desired teaching effect. Moreover,teacher talk is not only similar to the target language but also the model language forstudents’ language acquisition. English is both the organized utterance of classroomteaching and the students’ target language in the English classroom. The carrier of thetarget language and the learning goal are the same things for students.

1.2 Research Significance

Reviewing recent theses and journals, the author finds many researchers havestudied teacher feedback in language classroom teaching. Current research focuses onteacher feedback’s quality, teacher feedback’s quantity, teacher feedback’s feature,and teacher feedback’s classification, but most of those researches use traditionalresearch methods like classroom observation. Although the traditional ways have theiradvantages, those research still lacks quantitative features and digitization. And alarge part of research subjects are college language classes or senior high schoollanguage classes, but less of studies focus on junior high school. However, NCSCE(2011) puts forward that children need to have English lessons in compulsoryeducation, which builds the foundation for students’ integrated language ability in thefuture. By NCSCE (2011), the author knows the importance of English learning forjunior high school students, so the research of teacher feedback in junior high schoolis essential. This thesis focuses on teacher feedback in junior high school using the corpus-based method. The author uses the corpus-based method to investigate andanalyse teacher feedback from junior high school. Theoretically, this study willpromote study’s development on teacher feedback using corpus-based method andsupplement the study of teacher feedback in junior high school. Also, in practice, theauthor wishes to help junior high school teachers realize the importance and functionsof different kinds 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。