高中英语教师课堂反馈语使用及其策略分析——基于第十五至十七届全国高中英语课堂教学观摩读写课
An Analysis of High School English Teachers’ Classroom Feedback Language and Its Strategies—Based on Reading and Writing Lessons from the 15th to 17th National High School English Teaching Observation Seminars
摘要: 本文以第十五届至十七届全国高中英语课堂教学观摩读写课的六节课堂实录为研究对象，探讨高中英语教师课堂反馈语的使用及其策略。通过对六位参赛教师反馈语的分类、统计和分析，总结了读写课教学过程中教师反馈语的常见类型、功能，分析了在读写课中教师采用的反馈策略。研究表明，教师反馈语不仅能有效促进学生的语言输出和理解，还能提升课堂互动与学习积极性，为英语教学实践提供了有益的参考与借鉴。
Abstract: This study examines the use and strategies of classroom feedback language by high school English teachers, based on six classroom recordings from the 15th to 17th National High School English Teaching Observation Seminars. Through categorization, statistics, and analysis of the feedback language of six participating teachers, this research summarizes the common types and functions of teacher feedback in reading and writing lessons and analyzes the feedback strategies employed. The findings indicate that teacher feedback not only effectively promotes students’ language output and comprehension but also enhances classroom interaction and learning motivation, providing valuable insights and references for English teaching practice.
文章引用：马源. 高中英语教师课堂反馈语使用及其策略分析——基于第十五至十七届全国高中英语课堂教学观摩读写课[J]. 教育进展, 2025, 15(10): 1177-1188. https://doi.org/10.12677/ae.2025.15101954

参考文献

[1] 杨伊, 陈昌来, 陈兴冶. 基于多模态语料库的教师话语分析: 缘起、内涵及效力[J]. 教师教育研究, 2023, 35(2): 30-36.
[2] 王巧平. 运用言语行为理论分析英语教师课堂反馈语[J]. 教学与管理, 2013(18): 102-104.
[3] Harris, Z.S. (1952) Discourse Analysis. Language, 28, 1-30. [Google Scholar] [CrossRef] 
[4] Sinclair, J. and Coulthard, M. (1975) Towards an Analysis of Discourse. Oxford University Press.
[5] Wells, G. (1993) Reevaluating the IRF Sequence: A Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom. Linguistics and Education, 5, 1-37. [Google Scholar] [CrossRef] 
[6] Carroll, S. and Swain, M. (1993) Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations. Studies in Second Language Acquisition, 15, 357-386. [Google Scholar] [CrossRef] 
[7] Long, M.H. (1996) The Role of the Linguistic Environment in Second Language Acquisition. In: Ritchie, W.C. and Bhatia, T.K., Eds., Handbook of Second Language Acquisition, Elsevier, 413-468. [Google Scholar] [CrossRef] 
[8] Mackey, A. and Philp, J. (1998) Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings? The Modern Language Journal, 82, 338-356. [Google Scholar] [CrossRef] 
[9] Waring, H.Z. (2016) Theorizing Pedagogical Interaction: Insights from Conversation Analysis. Routledge. [Google Scholar] [CrossRef] 
[10] Johnson, K. (2017) An Introduction to Foreign Language Learning and Teaching. 2nd Edition, Routledge.
[11] Smith, H. and Higgins, S. (2006) Opening Classroom Interaction: The Importance of Feedback. Cambridge Journal of Education, 36, 485-502. [Google Scholar] [CrossRef] 
[12] Loban, W. (1963) The Language of Elementary School Children. National Council of Teachers of English.
[13] 张琳, 秦婷. 读后续写对英语专业学生写作焦虑和写作能力的影响研究[J]. 外语教学, 2020, 41(6): 72-76.
[14] Lee, J., Schallert, D.L. and Kim, E. (2015) Effects of Extensive Reading and Translation Activities on Grammar Knowledge and Attitudes for EFL Adolescents. System, 52, 38-50. [Google Scholar] [CrossRef] 
[15] 王初明. 读后续写——提高外语学习效率的一种有效方法[J]. 外语界, 2012(5): 2-7.
[16] 王颖, 刘振前. 教师反馈对英语写作准确性、流利性、复杂性和总体质量作用的研究[J]. 外语教学, 2012, 33(6): 49-53.
[17] 刘永厚. 英语专业写作小组同伴反馈和教师反馈效果研究[J]. 外语界, 2015(1): 48-55.
[18] 林正军, 周沙. 中学英语课堂教师反馈语的类型与特征研究[J]. 外语教学理论与实践, 2011(3): 15-22, 34.
[19] 邹响太. 初中英语阅读教学中共情策略的运用[J]. 教学与管理, 2020(13): 63-65.

为你推荐