初中英语课堂新手教师与专家型教师的积极反馈语对比研究.docx

初中英语课堂新手教师与专家型教师的积极反馈语对比研究 摘 要：在众多关于课堂教学的研究中，教师反馈语一直都是重点之一，但是业界很少用新手教师与专家型教师对比的视角来研究教师反馈语。本文将积极反馈语主要分为三类：简单型积极反馈、评价型积极反馈和引导型积极反馈，笔者分别研究在阅读、听说、语法三种中学英语课堂中新手教师和专家型教师对不同积极反馈话语的使用。研究的问题围绕专家型教师与新手教师在不同课型中对不同类型积极反馈语的态度展开，试图在课堂观察、课后访谈，及对数据作定性定量分析的基础上，得出结论：积极反馈语被广泛用于不同课型中，阅读课中最集中，专家型教师用的比新手教师多；但是老师多使用简单型积极反馈，易忽略评价型积极反馈。基于以上研究，笔者提出了一些建议。 关键词：教师反馈语；积极反馈；简单型积极反馈；评价型积极反馈；引导型积极反馈 Abstract： Among all the studies concerning classroom teaching， teacher feedback has long been one of the focuses， but the researches seldom use the perspective of comparison between expert and novice teachto three categories： simple， evaluative and instructive positive feedback， aiming to investigate how different positive feedback is adopted by the novice and the expert teacher in junior middle school in reading， listening & speaking and vocabulary cls of an expert English teacher and a novice English teacher towards the choice of different types of positive feedback in different clas of the data collected through classroom observation and interviews， a conclusion is dr types， especially in the expert teachers class and in reading class， while the teachers often choose simple positive feedback and ignore evaluative t Key words： teacher feedback； positive feedback； simple positive feedback； evaluative positive feedback； instructive positive feedback 1. Introduction In recent years， one of the most important aspects of classroom-based researches becomes the classroom discourse， which refers to the language used in classrstitutes the environment in which second language students are exposed to target language sampacher feedbze and initiate students to take part in various communications and express themselves （Anton 303-318）. Teacher feedback is a vital aspect in teacher talk and it is also a crucial source of input for studege classroom has a great effect on classroom teaching and is even a decisive factor to the success or failure of it. Students will be stimulated to further their thinking and achieve a sense of satisfaction when receiving positive feedback from the teacsroom interaction and have ultimately an effect on students performas reading， listening & speaking and vocabulary class， this paper aims to analyze how positive feedback promotes student language acquisition in middle schback can stimulate students study interest and help them build up self-confideto three sub-categories： simple positive feedback， evaluative positive feedback and instructive positive feedbrough investigation， the researchers claim that the teacher feedback is different by different teachers and in different lesson types （Lin Zhengjun & Zhou Sha 15-22）. But in domestic research， there are still not enough researches about positive feedback， not to mention the sub-categories of it， and the comparative studies of expert and novice teachers positive feedback are much fere review， class observation and follow-up interviews， this thesis takes an expert teachers and a novice teachers positive feedback in reading， listening & speaking and vocabulary classes as its research focus， aiming to investigate how positive feedback is adopted to facilitate student language acquisition in middle schy focuses on teacher feedback， but also concerns the relation between positive feedback and class types， the differences lying between the novice teacher and the expert teacher when choosing and using positive feedbs： 1） What are the attitudes of expert English teacher and novice English teacher towards the choice of simple positive feedback？ 2） What are the attitudes of expert English teacher and novice English teacher towards the choice of evaluative positive feedback？ 3） What are the attitudes of expert English teacher and novice English teacher towards the choice of instructive positive feedback？ 2. Literature review 2.1 Definition of teacher feedback Teacher feedback is a kind of teacher talk of classroom management， teaching language， exchanging language between teachers and students and teacher talk as feedback（Lin Ruchang 10-15）.Sinclair and Coulthard （1975） identify teacher feedback as the third move in the I-R-F （Initiation-Response-Follow-up） exchange structure system in the analysis of classroom discoufeedback is defined as any information， which provides a report on the result of behavior （Richards & Lockhart l88）. Feedback is the teachers evaluation of the student response （Cook，2000）. Teacher feedback can be given by verbal action， like praise，any relevant comments or other encouraging form， or by nonverbal action， such as the eye contact， gestures， facial expressions or sileFrom the perspective of function， teacher feedback can be divided into positive and negative feedback （Chaudron， 1988； Nunan， 1991； Zhao Xiaohong， 17-22）. As for the positive teacher feedback， there has been no official word， for different scholars may have defined the term from different perspectives， but we can summarize it generas a kind of information that confirms the students right answer and praise the learners performance， such as “you are right”， “good job”， “well done”. It appears to be affirming， approving and agree“it aims to make students know what progress they have achieved in figuring out ”. Lyster and Ranta （37-66） quoted in Lightbown and Spada （103-105）， specifically divided teacher feedback into eight tyquests， elicitation， metalinguistic feedback， repetition， comment and expansops the positive feedback into simple feedback， feedback with more input and feedback with elicitat of students response like “well done”， “good” or just repeating the respo feedback there will be more comments given to studeccepts the students answer and then raises a further question based on it. In this paper， the author divides positive feedback into three sub-categories： simple positive feedback， evaluative positive feedback and instructive positive feedb It can be concluded that the significance of positive feedback is far beyond providing and adding knowlereate harmonious atmosphere for them， lead them to further their thinking and explore activfluence of positive teacher feedback on students language acquisition， especially lacking the study of positive teacher feedback through different class tyher feedback in different class types， including reading class， listening & speaking class and vocabulary class， in middle school English clbetween expert English teacher and novice English teacher has been rs still remaining a mar will add some empirical studies into EFL teachss of both kinds of teachers in positive feedback and give some proper solutions to the problsh teaching and learning of middle English class， it can also give some enlightenment to other English class besides simple positive feedback there will be more evaluation given to students and they can offer personal comments on students performance， for example， showing their opinions to students like understanding， appreciation， and comment on the answer instead of praising habitually or repeating siming stones in a pool and throwing myspert teacher in reading class） （2）：S： We can get knowleice teacher in reading class） Both teachers and students are participants in classroom conversation， and the teachers responsibility is far beyond evaluating students respone a harmonious atmosphere to communicate with stude benefiting students language acquisitdback between the expert teacher and the novice teacher used in different lessons are shown as follows： 4.3 Different choices of instructive positive feedback Instructive positive feedback means the teacher accepts the students answer and then raises a follow-up question or provides another perspective to further explore the to the thi T： Yes， maybe very difficmost challenging thing you have done？ （Appendix II from the expert teacher in reading class） （4）：T： can you guess whats this？ S： Girls dorm builde my dorm building？ Its a building wovice teacher in reading class） It means the teacher provides more information according to students responses in either form or contn interactommunicatedback between the expert teacher and the novice teacher used in different lessons are shown as follows： 5 Conclusion From the analysis of collected data， the main findings are summarized as follow： Generally speaking， in each class type， both the expert teacher and the novice teacher have paid attention to students responses and adopted different kinds of positive feedback to encourage students to outulates the most positive feedback， which serves as a stimulation to help the students understand the conteedback， the percentage of simple approval technique is the highest one used by the two teachers in those three lesson types researched， as it can arouse students interest and strengthen their sensibility to the structure or content， even though it is not the most effective in language teaching and learnk， evaluative type is the least one used by both teachers in classroom interaction， which is even excluded by the expert teacher in listening & speaking class and by the novice teacher in vocabulary class during the observing periher has used more positive feedback than the novice teacher， especially in listening & speaking cleedback in listening & speaking class， while the novice teacher uses positive feedback most commonly in reading clamong different types of positive feedback when responding to students performance， the novice teacher has her preference and depends too much on simple approval or repetition， which implies when giving feedback the novice teacher is likely to focus on the form rather than on the contlthough it is the most popular way for both teachers， the proportions taken by the novice teacher have deviated from the reasonable range， especially in reading class and in vocabulary clst in reading class and least in listening & speaking cly in vocabulary class and least in listening & speaking cl by the expert teacher and the novice teacher， the former one employs it often in order to appreciate the students who learn the new words quickly， so the proportion in vocabulary class is the highest， while that is still quite small under positive feedback in geneuffer to relieve students anxiety of making mistakes in listening & speaking cl than one tesitive feedback is adopted by the expert teacher in such class during the period of observatve feedback is also missed in vocabulary clscribed， the frequency of evaluative positive feedback has been very ersonal comments on students respoe feedback， the frequency used by the expert teacher， such as expanding the question or raising another question， is more than 6 times as many as the novice teacnique to inspire the students to do further thinking in English listening & speaking class， the proportion varies greatly between the expert teacher and the novice teacher fect in second language learnadopt diverse and effective positive feedback according to different class types and its teaching go to identify that positive feedback promotes the interest of learning and provides the students a supportive learning environmhe most important elements of teacher talk， and it can be served as resources of learners comprehensible ints interest in English， improve students output and involve students in the topic deeply There is no denying that both the expert teacher and the novice teacher have a consciousness of the significance of positive feedb supposed to improve the quality of positive feedback and combine these three means better to explore a bala First of all， there are some suggestions for the novice teac ratio of novice teacher and expert teacher is 0.56：1， so it is necessary for the novice teacher to use more positive feedback， as a sign to confirm the progress of the students performance and promote the interest of their learnepended too much on simple positive feedback， the proportion are 104/125 in reading class， 11/15 in listening & speaking class and 26/28 in vocabulary clo turn more attention from simple positive feedback to evaluative and instructive positive feedback She should adopt diverse types of positive feedback flexibly in class， which stimulate students in different ways and push them to output me aims， another one can be adopted to supplemto the expert teacher， lacking evaluative positive feedback is a common problem in all kinds of classes investigaative positive feedback in a relaxing atmosphere in order to show her opinions like understanding， appreciation and comment on the students respone number of simple positive feedback balances that of instructive positive feedback， it differs distantly and extremely in the other types of clase instructive positive feedback in reading and vocabulary cln Second Language Acquisit The discourse of a student-centered classroom： sociocultural perspectives on teacher-stu