教师反馈语对二语学习课堂中的互动帮助_英语论文

Providing Effective Feedback to Promote Interaction in EFL Classroom

摘要

作为教师话语的一个重要部分，教师反馈语对于有效的教学有着不可忽视的影响。在传统的二语学习课堂中，教师倾向于看重语言知识的教学，而轻视对学生语言交际能力的培养。在这样的课堂中，教师话语仅仅只是教授知识的工具而教师反馈语也仅仅局限在了语言纠错的功能运用。实际上，要提高教师的教学成效，教师应该在课堂中实现互动教学。有效的教师反馈语对帮助二语学习课堂中的互动有着至关重要的作用。教师应当认识到教师反馈语的教学价值并妥善地使用教师反馈语，以此来提升课堂互动的效果。

关键词：英语教学；课堂互动；教师话语；教师反馈语

Abstract

Teacher feedback, as an important part of teacher talk, has a great influence on the effectiveness of classroom teaching. In traditional EFL class, teachers tend to focus more on the linguistic development but less on the development students’ communicative competence. In the traditional EFL classroom teacher talk becomes a tool of instructing language knowledge and more attention is paid to the corrective function of teacher feedback. In fact, to improve the effectiveness of teaching, teachers are supposed to involve students in classroom interaction. Effective teacher feedback plays a significant role in improving interactions in EFL classroom. Teachers should be fully aware of the value of teacher feedback and use it appropriately to promote classroom interaction.

Key words: EFL teaching; classroom interaction; teacher talk; teacher feedback

Contents 

Introduction 1

1. Basic Understanding of second language acquisition 2

1.1 Interaction as an indispensable part of SLA 2

1.2 Teacher talk as an interactive device in EFL classroom 3

1.3 Teacher feedback as a major form of teacher talk 3

2. Improving the quality of classroom interaction with effective feedback 4

2.1 Advantages of interactive teaching mode 4

2.3 The major functions of teacher feedback in EFL learning 5

2.4 Teacher feedback in classroom interaction 6

2.4.1 Feedback facilitating meaning negotiation 6

2.4.2 Feedback expanding IRF model 7

3.Main problems with teacher feedback in EFL classroom 8

3.1 Feedback being absent in class interaction 8

3.2 Feedback being oversimplified 9

3.3 Feedback being replaced by error correction 9

4. Suggested principles to improve teacher feedback 10

4.1 Focus on affective needs of students 10

4.1.1 Listening attentively to students’ answers 10

4.1.2 Responding with empathy 11

4.2 Focus on the content of students’ answers 12

4.2.1 Feedback being descriptive 12

4.2.2 Feedback being informative 12

4.3 Moderate focus on the form of students’ answers 13

Conclusion 14

References 16