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; it  plays  an  exemplary  role  in  the  use  of  target  language, and  it  is  an  important  way  of  students’  language  input”  (Pan,2009).  As  most  of Chinese  students  have  no  opportunity  to  acquire  English  in  the  natural  setting,  the classroom  teaching  is  the  main  setting  for  them  to  learn  English  in.  Therefore  the proper  use  of  the  language  becomes  very  important.  Teachers  construct  or  obstruct  learners’ participation in face-to-face classroom communication through their choice of  language  (Walsh,2002).  In  other  words,  learning  opportunities  are  greatly influenced  and  controlled  by  teachers,  especially  teachers’  feedback.  Therefore, teachers’  feedback,  as  an  important  part  of  classroom  teaching  becomes  vital  and teachers’  feedback  has  been  a  research  focus  of  the  scholars.  The  significance  of teachers’ feedback is self-evident in classroom teaching. 

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Chapter II literature review

2.1 Definitions of Related Concepts

2.1.1 Definition of Novice Teachers

Sternberg  gave  the  difinition  for  the  novice  teachers  in  his  book  Educational Psychology  in  1997.  He  said  that  the  so-called  novice  teachers  refer  to  the  teachers who have just graduated from the university and have taken up their jobs for one or two  years,  or  the  normal  students  who  are  ready  to  take  part  in  the  internship  and engage in education. Their common feature is that they do not have rich professional knowledge  or  only  have  superficial  understanding  of  professional  knowledge.  They cannot  effectively  design,  supervise  and  modify  problem-solving  methods  in  their work. They lack insight, that is, they cannot deeply and thoroughly analyze problems and creatively solve problems.

Berliner  (1988)  divided  the  teachers  into  five  kinds  based  on  the  theory  of Dreyfus(1980),  that  is,  novice  teachers,  advanced  teachers,  competent  teaches, proficient teachers and expert teachers. In Berliner’s opinion, all teachers begin with novice and they can become expert after two or three years with the accumulation of experience and knowledge.

Palmer  (2005)  distinguished  novice  teachers  and  expert  teachers  from  four aspects including the teaching age, 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。