Abstract
With the development of education, especially communication teaching, we know that students play a more and more important role in today’s new class, which means that the initiation of students makes a great difference in class. Correspondingly, how about teachers? As a controller, assessor, organizer, prompter, participant, resource provider and other new characters in class, Actually , The teachers’ feedback also has a huge influence on students’ English learning.
This study will adopt investigation method, observational method and literature research method to learn the current situation on the main types of teacher’s feedback used in English teaching, the influences of teacher’s feedback on students’ English learning initiative, and the preferences of students on teachers’ feedback. Then following results and discussions will be presented: Firstly, the main types of teacher’s feedback is discoursal feedback or simple feedback. Next, the timely feedback is necessary for students because junior students are sensitive and emotional. Then, students prefer various forms of feedback and further or deep-going feedback so that the forms of teacher’s feedback need to be expanded. Finally, We need to have case-by-case analysis aimed at different students.
Key words: Teachers’ feedback; Learning initiative; Types
Contents
Abstract
摘要
1 Introduction-1
1.1 Research background-1
1.2 Significance of the study-2
1.3 Structure of the thesis-3
2 Literature Review-4
2.1 Studies on Teachers’ Feedback-4
2.1.1 Definitions of Teachers’ Feedback-4
2.1.2 Classifications of Teachers’ Feedback-5
2.1.3 The Forms of Teachers’ Feedback-6
2.1.4 Functions of Teachers’ Feedback-6
2.1.5Theoretical Basis on Teachers’ Feedback-7
2.2 Junior Students’ English Learning Initiative-9
2.2.1 Definitions of Students’ Learning Initiative-9
2.2.2 Factors That Influence Students’ Learning Initiative-9
2.2.3 The Influence of Teachers’ Feedback on Students’ Learning Initiative-10
2.3 Studies for Teachers’ Feedback and Students’ English Learning Initiative-11
2.3.1 Studies for Teachers’ Feedback And Students’ English Learning Initiative at Home-11
2.3.2 Studies for Teachers’ Feedback And Students’ English Learning Initiative Abroad-12
3 Methodology-13
3.1 Research Questions-13
3.2 Research Subjects-13
3.3 Research Methods-13
3.3.1 The Investigation Method: Questionnaire-14
3.3.2 Observational Method: Observation on Teachers And Students’ Reactions about Feedback-14
3.4 Data Collection And Analysis-15
4 Results and Discussions-17
4.1 Main types of Teacher’s Feedback Used In Present English Class-17
4.2 The Influences of Teacher’s Feedback on Students’ English Learning Initiative-18
4.3 The Preferences of Students to Teacher’s Feedback-18
5 Conclusion-20
5.1 Major Findings-20
5.2 Implications-20
5.3 Limitations on Study And Suggestions for Future Research-21
Appendix-22
Bibliography-25
Acknowledgments-27
