A Study of Middle School English Teachers' Classroom Feedback Discourse: Taking the Classroom Teaching Videos of Five Outstanding English Teachers as Examples
Abstract
In this paper, the author selected the videos of five outstanding teachers from the 13th National Junior High School English Lesson Observation Contest and conducted a quantitative analysis of the teachers' feedback in their classroom discourse through classroom observation. The results of the study showed that the outstanding English teachers tended to use positive feedback; they tended to use “praise + repetition” and “praise + repetition” when giving positive feedback; and they tended to use guided responses and other students' responses when giving negative feedback. It is hoped that the results of this study can provide a reference for English teachers to use classroom feedback effectively.
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DOI: http://dx.doi.org/10.18686/ahe.v6i26.10207
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