本文是一篇英语论文，本文选取初中英语课堂中的教师反馈语作为研究对象，在互动假说和社会文化理论基础上，通过课堂观察、问卷调查、访谈等研究方法对当前初中英语课堂中教师反馈语使用情况以及师生对反馈语的态度进行调查和研究，期望从中得出如何提高课堂互动质量的启示。
Chapter One Introduction
1.1 Research Background
The English Curriculum Standard for Compulsory Education (2022 Edition), abbreviated to Standard (2022 Edition), states that English is “The globe currently uses English extensively in commercial, political, scientific, technological, and cultural pursuits, which is a crucial channel for communication in international cooperation and trade, and a vehicle for spreading the achievements of human civilization. It plays an important role in bringing China to the world, the world understanding China, and building a community of human destiny”. Students benefit from learning and utilizing English because it help students comprehend other civilizations, evaluate cultural parallels and contrasts, and utilize the essence of each culture, gradually develop knowledge of and proficiency in cross-cultural dialogue and communication, learn to look at the world objectively and rationally, establish an international perspective, cultivate a sense of home and country, strengthen cultural confidence, form a correct world view, outlook on life and values, and lay the foundation for students’ lifelong learning and adaptation to future social development. It is thus clear that English classroom teaching should be adapted to students’ development and play a key role in their future development and lifelong development.
英语论文怎么写
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1.2 Research Purpose and Significance
This section is divided into two subsections, including the purpose of the study and the significance of the study.
1.2.1 Research Purpose
Standard (2022 Edition) stipulates that the English curriculum standards establish curriculum objectives around core literacy, which is the central expression of the curriculum’s nurturing value and is the process through which students gradually develop the correct values, essential character and key competencies needed for their lifelong personal and social development, including language proficiency, cultural awareness, thinking quality and learning ability. Through learning English, students are expected to achieve the goal of developing the correct values, necessary character and learning abilities, rather than merely emphasizing the acquisition of basic knowledge and fundamental skills. Compared to the previous English classroom teaching, there are now significant improvements, but most students still believe that they are learning English to sit exams and they fail to recognize the importance of learning English for their future development and lifelong development. Teachers play an important role in students’ learning. Teachers should be good at guiding students’ learning and teacher feedback is an important factor affecting the teacher-student interaction relationship, and the quality of teacher-student interaction determines the quality of teaching and the quality of students’ learning. In teaching, teachers should grasp the right feedback strategies with a view to properly guiding students to develop the right values, essential characters and key competencies.
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Chapter Two Literature Review
2.1 Teacher-Student Interaction
This section is divided into two subsections, including definitions of teacher-student interaction and significance of teacher-student interaction.
2.1.1 Definitions of Teacher-Student Interaction
Ellis (1990) recognized interaction as the communication involved in exchanges of real communication as well as those occurring during the process of formal drilling. According to Markey et al. (2010), he defined interactions as real-time behavioral exchanges of two or more participants (e.g., teacher-student or student-student). Brown (2007) described the interaction as a collaborative sharing of ideas, sentiments, or ideas shared by two or more individuals (students and instructor, or teacher, students and students) that have a reciprocal influence on one another.
The term “classroom interaction” refers to the entirety of the activities that occur in the classroom, both verbal and nonverbal, and this is where the verbal exchange takes place. Xu Fei (2005) considers classroom interaction as teacher-student interaction in the special environment of the classroom, that is, interaction between teachers and students, and interaction between students and students. In his paper, Chang Zhaohui (2014) points out that classroom interaction is an efficient way to share information and feelings, which is a significant way to develop students’ thinking skills, creativity and personality. Class interaction is seen as a means of obtaining an impartial evaluation of teacher-student interaction in the classroom and an examination of successful teaching (Tsui, 2008).
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2.2 Teacher Feedback
This section is divided into four subsections, namely, definitions of teacher feedback, classifications of teacher feedback, functions of teacher feedback and previous studies on teacher feedback.
2.2.1 Definitions of Teacher Feedback
Feedback used in educational contexts is generally regarded as crucial to improving knowledge and skill acquisition (e.g., Azevedo & Bernard, 1995; Epstein et al., 2002; Moreno, 2004). In their research, Narciss and Huth (2004) held that feedback is depicted as a significant factor in motivating learning. Historically, feedback has been regarded as a unit of information that teachers provide to students in a one-directional transmissive model (Van der Kleij, Adie, & Cumming, 2017; Natriello, 1987). In a similar way, Hattie & Timperley (2009) argued that feedback is conceptualized as information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding. Moreover, Winne and Butler (1994) claimed that “feedback is information with which a learner can confirm, add to, overwrite, tune, or restructure information in memory, whether that information is domain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cognitive tactics and strategies”.
Sinclair & Coulthard (1975) proposed the IRF (Initiation-Response-Feedback) model of classroom conversation, which specifies the target audience (students) and the location of the feedback, and the feedback is considered to be an evaluation of the student’s response. Then again, Cook (2000) argues that teacher feedback is the process by which the teacher evaluates the student’s behavior as well. Furthermore, Wiseman and Hunt (2001) define teacher feedback as a verbal or written assessment by the teacher to help students understand the current stage of their learning, and the more detailed the teacher’s feedback is, the better the feedback is to the learners. According to Lin and Zhou (2011), teacher feedback is the teacher’s response to the student’s verbal performance and is an important element of the teacher’s discourse.
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Chapter Three Research Methodology ......................... 21
3.1 Research Questions ................................ 21
3.2 Research Participants .......................... 21
Chapter Four Results and Discussion ............................. 28
4.1 Types and Proportions of Teacher Feedback ....................... 28
4.1.1 Overall Use of Teacher Feedback ........................... 28
4.1.2 Types and Proportions of Positive Feedback ............................ 30
Chapter Five Conclusion .............................. 51
5.1 Major Findings ................................. 51
5.2 Implications for Future Study ......................... 53
Chapter Four Results and Discussion
4.1 Types and Proportions of Teacher Feedback
This section is divided into four subsections on the overall use of teacher feedback, the types and proportions of positive feedback, the types and proportions of corrective feedback and the proportions of no feedback. The first research question of this study is discussed in detail.
4.1.1 Overall Use of Teacher Feedback
Combining the classification of teacher feedback types in the literature review and the transcription of classroom teaching video, the author conducted a brief statistical survey of the types and use of teacher feedback in the eight English lessons in order to get a general idea of the proportion of various teacher feedback in junior high school English classrooms, which can help us to understand the use of teacher feedback in general.
To begin with, the table below shows that the number of times teachers used different types of feedback varied greatly: eight teachers used positive feedback 358 times (79%), corrective feedback 76 times (17%), and no feedback on students’ responses 17 times (4%). The use of positive feedback was much greater than the use of corrective feedback and no feedback, with no feedback being the least used. It is evident that teachers do not ignore students’ responses for the most part in the classroom so as to interact in an effective way with students. However, there are cases where teachers ignore students’ responses, although these are rather rare. The number of times teacher feedback was used and its percentage is shown in the following table.
英语论文参考
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Chapter Five Conclusion
5.1 Major Findings
In this study, the author first used classroom observation to study the current situation of teacher feedback in junior high school English classrooms, namely the types of feedback and the proportion of it. And combined with transcriptions of teaching videos and interviews, the influence of teacher feedback on teacher-student interaction was studied. Finally, questionnaires and interviews were used to study the preferences of teachers’ and students’ attitudes towards feedback, in an attempt to providing suggestions and references for teachers. The conclusions reached are summarized below.
At First, in relation to the use of feedback in the classroom, with the continuous promotion of the new curriculum reform, the traditional teaching model（the teacher-centred model）is gradually being replaced by a student-centred model. Instead of focusing solely on the delivery of knowledge, teachers now focus on active interaction with students in the classroom, which brings the students’ initiative into full play. The use of teacher feedback is more frequent and is of a wide range of types, including both positive and corrective feedback, although there is still use of no feedback, the proportion is very small. Teachers use a much higher proportion of positive feedback than of corrective feedback. The most popular type of positive feedback used by teachers was simple praise. Among the corrective feedback, teachers’ favorite was the elicitation feedback, which was found in questionnaires and interviews with students who wanted teachers to take an eliciting approach to guide them in making corrections.
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