浅析浅析浅析中学英语课堂教师评价语不足题目

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The Analysis of Teachers’ Feedback Englishin Class of Middle Schools
Introduction:Teachers’ feedback English is the teachers’ reflection towards the students’ performance of some questions in class. And it is the main part of teachers’ language in English class. As is known to all, teachers’ feedback English plays a very important role in the teaching during the whole class. So it seems significant for teachers to grasp and apply to those efficien源于:本科毕业论文www.618jyw.com
t feedback language in class. At the same time, the research and analysis of it is of great value.
Key words: teachers’ feedback English;research;analysis
The Analysis of Teachers’ Feedback English
The famous applied linguist Long(1983) had done some experiments on the research of teaching in class, and he made a conclusion that the teaching in class had a great influence on the process and speed of students’ acquisition. Linguist Ellis(1994) agreed with Long’s opinion and said study in class could help students grasp linguistic knowledge, idioms and grammatical rules more quickly.
In general, the students in our country acquire English almost in class according to some research. As a result, it seems that teachers play a very important role in the students’ acquisition of English. And for students, their teachers’ language in class is not only a kind of input of language, but also a teaching media. Nunan, D.(1991) pointed out that teachers’ language in class was good forthe organization of the teaching in whole class, as well as the students’ acquisition of language.
Among all the teachers’ language in class, the most important one is teachers’ feedback language. The definition of teachers’ feedback language has been given, and that is teachers’ evaluation of students’ performance after finishing some study tasks. Usually, it can be verbal or non-verbal language information. In addition, it is the main way for students to know their language abilities and behiour. Moreover, it is the efficient resource for them to correct their unappropriate language or action and then improve their language abilities.First of all, in the content of research, the classifications of feedback language he been carried out. People from different view divide it into different varieties. Among them, the most common one is the classification of positive feedback and negative feedback. And the classification of evaluative feedback and discourse feedback is popular too. The first one focuses on the reflection and evaluation of students’ answers, especially the validity of the answers. Also, it pays more attention to the reflection of language. While the other one is the reflection of the content of answers instead of the language of answers. Moreover, the error correction is also discussed. People think it can be divide into six types, they are direct correction, asking for explanation, metalinguistic feedback, guidance, repetition and stating again.Then the functions and meaning of feedback are studied at the same time. According to the famous language expert Long, teachers’ feedback is a necessary part in class, which has an influence on the structure and quality of the interaction between teachers and students in class. What’s more, the types and characteristics of feedback language can determine the efficiency of the English study.
Then, from the perspective of the angles of research, people he found the recognition development of feedback from the angles of the acquisition of second language, discourse analysis, pragmatics theories, cognitive linguistics theories and psychology.
Last but not least, as for the methods of research, there are the researches of theories and evidence in reality that are of great significance. The combination of these two methods can help the development of research of teachers’ feedback language go further and further.
IV Bibliography:
刘旭东.中学英语教师课堂反馈语研究[J]. 中小学外语教学,2009(1).
龚亚夫,罗少茜.任务型语言教学[M].北京:人民教育出版社,2003.
[3] 张强.运用话语性反馈,促进学生语言表达[J].中小学英语教学源于:毕业设计论文范文www.618jyw.com
与研究, 2009(5).
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