The application of teacher feedback in middle school English class

Abstract

Teacher feedback is an important part of teacher talk and student language input. Through positive feedback, students can improve their interest and confidence in English learning. This study adopts the theory of conversation analysis to analyze the effect of teacher feedback on student’s learning by taking a listening and speaking class in junior three as an example. The results show that under the typical classroom interaction model of IRF, the feedback of middle school English teachers is single, generalized and meaningless. Based on the analysis, it is suggested that different types of feedback should be designed according to different teaching activities and students’ personality differences to promote good teacher-student relationship and students’ language learning.