教师课堂反馈作为中学英语课堂上的一个重要环节,对学生语言的习得和产出起着至关重要的辅助作用,反馈质量的高低直接关系到课堂教学效果以及学生语言能力培养。与此同时,恰当的反馈也能促进师生之间的互动,给学生更多的机会,进而有效...教师课堂反馈作为中学英语课堂上的一个重要环节,对学生语言的习得和产出起着至关重要的辅助作用,反馈质量的高低直接关系到课堂教学效果以及学生语言能力培养。与此同时,恰当的反馈也能促进师生之间的互动,给学生更多的机会,进而有效地激发他们的英语学习动机。当前已有很多研究探讨了教师反馈对于学生口语输出的影响,但是多数集中在积极反馈与消极反馈的运用上,对于内容反馈、形式反馈与主题反馈则很少有人涉及。本文对优秀初中英语教师课堂反馈话语进行了研究,旨在分析优秀初中英语教师在课堂反馈话语中的分布特征以及这些特征在学生口语输出中所起到的作用,希望可以增强初中教师对于反馈的敏感性,进而提出相关建议,以期能为初中英语教师利用课堂反馈提供一定的参考。Teacher’s classroom feedback, as a crucial component in junior high school English classes, plays a vital supportive role in students’ language acquisition and production. The quality of feedback is directly related to the effectiveness of classroom instruction and the cultivation of students’ language proficiency. Meanwhile, appropriate feedback can also promote interaction between teachers and students, providing students with more opportunities, and effectively stimulating their motivation to learn English. Although numerous studies have investigated the impact of teacher feedback on students’ oral output, most of them focus on the use of positive and negative feedback, with little attention given to content feedback, formative feedback, and thematic feedback. This paper studies the classroom feedback discourse of outstanding junior high school English teachers, aiming to analyze the distribution characteristics of their feedback discourse and the role these characteristics play in students’ oral output. It is hoped that the study can enhance the sensitivity of junior high school teachers to feedback and provide relevant suggestions, with the expectation of offering some references for teachers to utilize classroom feedback effectively in junior high school English teaching.展开更多
文摘教师课堂反馈作为中学英语课堂上的一个重要环节,对学生语言的习得和产出起着至关重要的辅助作用,反馈质量的高低直接关系到课堂教学效果以及学生语言能力培养。与此同时,恰当的反馈也能促进师生之间的互动,给学生更多的机会,进而有效地激发他们的英语学习动机。当前已有很多研究探讨了教师反馈对于学生口语输出的影响,但是多数集中在积极反馈与消极反馈的运用上,对于内容反馈、形式反馈与主题反馈则很少有人涉及。本文对优秀初中英语教师课堂反馈话语进行了研究,旨在分析优秀初中英语教师在课堂反馈话语中的分布特征以及这些特征在学生口语输出中所起到的作用,希望可以增强初中教师对于反馈的敏感性,进而提出相关建议,以期能为初中英语教师利用课堂反馈提供一定的参考。Teacher’s classroom feedback, as a crucial component in junior high school English classes, plays a vital supportive role in students’ language acquisition and production. The quality of feedback is directly related to the effectiveness of classroom instruction and the cultivation of students’ language proficiency. Meanwhile, appropriate feedback can also promote interaction between teachers and students, providing students with more opportunities, and effectively stimulating their motivation to learn English. Although numerous studies have investigated the impact of teacher feedback on students’ oral output, most of them focus on the use of positive and negative feedback, with little attention given to content feedback, formative feedback, and thematic feedback. This paper studies the classroom feedback discourse of outstanding junior high school English teachers, aiming to analyze the distribution characteristics of their feedback discourse and the role these characteristics play in students’ oral output. It is hoped that the study can enhance the sensitivity of junior high school teachers to feedback and provide relevant suggestions, with the expectation of offering some references for teachers to utilize classroom feedback effectively in junior high school English teaching.
