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Teacher feedback is one of the important parts of classroom discourse,whileclassroom discourse includes teacher talk,student talk,teacher-student interaction talkand classroom gossip,etc.(Liu,2009,etc).Therefore,it is necessary to find out therelationship between classroom discourse,teacher talk,and teacher feedback before theauthor defines the key words of this research—teacher feedback.

The term“classroom discourse”refers to all forms of discourse that take place inthe classroom.It encompasses the linguistic elements as well as the non-linguisticelements of discourse.The former includes the language used by the teacher and thelearners,as well as teacher–learner and learner–learner interactions.The latter includesparalinguistic gestures,prosody,and silence—all of which are integral parts of thediscourse.This thesis will focus on the linguistics elements of the classroom discourseBesides,teacher talk refers to what a teacher says to a learner during teaching process(Zhou,2006).More specifically,it is referred to the modified or simplified language inthe classroom to facilitate communication with learners according to Osborne(1989)andLong-man Dictionary of Applied Linguistics(1989).Teacher feedback in this researchrefers to teachers’responses to students’performances in the classrooms.

As for their relations,teacher feedback is a crucial part of teacher talk;Both ofthem are parts of classroom discourse and there is a cascading relationship among threeterms.This research focuses on teacher feedback,so the definitions,classifications andfunctions of teacher feedback will be introduced in the following parts.

2.2 Previous Studies on Teacher Feedback

2.2.1 Studies on Teacher Feedback Abroad

The study on teacher feedback abroad dates back to 1975,and there has been a lotof research on this topic since then.This thesis will give an overview of time schedulefor teacher feedback.

Sinclair(1975)firstly suggests the IRF model(Initiation-Response-Followup/Feedback),the structure for teacher-student classroom conversations.These threemoves—the I move,the R move,and the F move—include several discourses.Then,Berry,Burton,and other scholars begin to study and analyze the three moves.Theybelieve that IRF model only appears in classroom conversation,and this structure israrely used in daily conversation,because F move is only the responses and evaluationsof the R move.

After this,other scholars again study the different types of feedback,includingcognitive feedback and emotional feedback,content feedback and form feedback,positive feedback and negative feedback,and corrective feedback for negative feedbacketc(Vigil and Oller,Cullen).

Chapter Three Methodology.....................17

3.1 Research Questions...........................17

3.2 Research Subjects...................17

3.3 Research Methods......................18

Chapter Four Results and Discussions..........................22

4.1 The Differences in the Proportion of Teacher Feedback Between NT and PWT......................22

4.2 The Differences in the Types of Teacher Feedback Between NT and PWT..26 <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。