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1.1 Background of the Study
因此，老师讲的分析和互动，吸引了大量的关注。斯温（1985）假设，课堂互动构成第二语言的学生接触到目标语言样本，并获得机会尝试他们的中介语假说的环境中。学生推到输出，通过互动。因此，教师谈话，起着重要的作用，激发学生的输出，吸引了越来越多的关注。哈坎森（1986）说，在中国，英语是一门外语，学生可以找到少有机会沟通，英语以外的英语课，课堂是学生经常接触英语，并掌握这种语言的主要场所。教师有责任提供足够的可理解性输入，并最大限度地提高学生接触目标语言。课堂教学在语文课堂老师讲的数量和质量有个很不错的效果，甚至是它的成功或失败的决定性因素。它声称，教师使用组织和发起老师讲学生参加各种通信和表达自己（安东，1990）。也就是说，将促进学生的能力，通过互动和谈判。Thus the analysis of teacher talk and interactiondraws a lot of attention. Swain (1985) assumes that classroom interaction constitutes theenvironment in which second language students are exposed to target language samplesand gain opportunities for trying out their interlanguage hypothesis. Students are pushedto output through interaction. As a result, teacher talk, which plays an important role inarousing student output attracts more and more attention. Hakansson (1986) says inChina where English is a foreign language and students can find few chances tocommunicate in English outside of English class, classroom is the main place for studentsto have regular contact with English and acquire this language. Teachers are responsiblefor providing adequate comprehensible input and maximizing students' exposure to thetarget language. The quantity and quality of teacher talk in language classroom has agreat effect on classroom teaching and is even a decisive factor to the success or failureof it. It is claimed that teachers use teacher talk to organize and initiate students to takepart in various communications and express themselves (Anton, 1990). That is to say,students' competence will be facilitated through interaction and negotiation. 被发现在一个典型的结构分析，课堂互动：IRF（辛克莱库特哈德，1975）。 'T，是指教师发起一个问题。“R”是指学生给予响应。和“F”指的是老师给的反馈。伯明翰学派在20世纪70年代末提出的。这三个移动的结构，语言和教育研究人员多年一直是研究的重点。然而，在一个真正的类总是有三个以上的动作。根据老师的意见，从学生的反应可能会推了。然后IRFR（初始响应后续跟进响应）来实际课堂。教师的反馈是老师讲的一个重要方面，它也是在英语课教师和学生之间的互动的一种重要因素。学生将进一步刺激他们的思想和实现正确地进行自查自纠，如果教师反馈。加强学生的作用，并结合教师，学生和教学活动。不同的教师反馈会导致不同的课堂互动，并最终影响对学生的表现。通过观察经验丰富的老师的阅读，听力和口语和文法类，本文旨在分析如何初中教师反馈促进学生语言习得。A typicalstructure was found in the analysis of classroom interaction: IRF (Sinclair & Coulthard,1975). 'T， refers to teacher initiating a question. "R" refers to student giving a response.And "F" refers to teacher giving feedback. It was proposed by the Birmingham School inthe late 1970s. This three-move structure has been a researching focus for linguistic andEducational researchers for many years. However, in a real class there are always more1than three moves. According to teacher feedback, responses from students may be pushedout again. Then IRFR (Initiation-Response- Follow-up-Response) comes to a realclassroom. Teacher feedback is an important aspect in teacher talk and it is also animportant factor in the interaction between teachers and students in an English class.Students will be stimulated to further their thinking and achieve self-correction if teacherfeedback is properly conducted. It reinforces the action of students and combines teachers,students and teaching activities together.Different teacher feedback will lead to different classroom interaction and haveultimately an effect on students' performance. By observing an experienced teacher'sreading, listening & speaking and grammar class, this paper aims to analyze how teacherfeedback promote student language acquisition in junior middle school.

1.2 Significance of the Study
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