在这项探讨中老师反馈相关探讨,情感过滤假设,代理理论和交互理论为理论基础,探讨对象包括四个浙江经济职业技术学院教师和教授的非英语系学生的课程。
Chapter One Introduction引言
1.1 Background of the Research探讨背景
70，S年初以来，英语论文，越来越多的探讨揭示了语言教学和学习的课堂互动的重要性，因为语言的沟通，应该教。到20世纪80年代，探讨人员把聚焦子到底发生了什么语言教室的调查。Since the beginning of the 70,s, more and more studies on language teaching andlearning have revealed the importance of classroom interaction because languageshould be taught for communication. Move on to the 1980s, researchers put the focuson the investigation of what really happened in language classroom. One crucial topicis what kind of interaction promotes the second language learning. Becauseinteraction is not only a resource of comprehensible language, but also a means bywhich learners can practice target language thus adds the chance ofo"utputting(Long, 1983). Consequently the teacher talk attracts more and moreattention researchers since it plays an important role in classroom interaction. Asmany researchers have stressed, the teacher acts as a Mediator of classroominteraction, and what language teacher provides to students play a very important rolein second language acquisition.(Vygosky,1987) Consequently, a number ofclassroom-oriented studies have been carried out in applied linguistics to explore thefeatures of Teacher Talk. (Horn, 2017; Eldrige，1997; Swain，1985，1993，1995;Nunan, 1991; Chaudron，1988; Long and Sato，1983; Long, 1981，1983; Heznl, 1979;Graies，1977，1979; etc.) Initially，the scholars mainly focused on pronunciation，英语论文，vocabulary, stress, nation, text and syntactic structure of Teacher Talk; then thefocus shifted to different aspects of TT gradually, such as types of TT, the amount ofTT and the function of TT.In the 20th century, TT has also caught the attention of researchers in China.Relative studies have been carried out in English classrooms，the majority of thestudies focused on the features and types of TT，teachers' wait time for students，thetype of questions raised by teachers, teacher feedback on students' response，teacherspeech repairing and modifications (Li et al, 2017; Liu & Jiang, 2017; Zhou & Zhou,2017; Zhao，1998). Nevertheless, among these studies available, only a small quantityof them study non-English majors, resulting in inadequacy in the educationalbackground. Meanwhile, among the researches of non-English major students, thereare still some inadequacies, most studies learners who have a relatively higherlevel of English，What's more, it is not yet clear what make up the best TT，and forwhat reason teachers make adjustments (Ellis, 1994: 583).Teacher feedback is considered to be a significant component of TT in foreignlanguage learning and teaching. As Sinclair and Coutlthard (1975) stated, a sampleclassroom interaction consists three moves: an initiating move, a responding movefollows a feedback move, of which feedback move is an important chain in theteaching system, the system includes learning, assessing，teaching and feedback,effective feedback functions as cyclical guides to acquiring and continuousimprovement" (Costa and Kallick, 1995: 25). Appropriate and effective teacherfeedback will increase the participation of students，and the participation ofinteraction will promote the language acquisition.The current study is conducted to explore the features of teacher feedback inhigher vocational English classrooms, and what types of teacher
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