初中英语阅读教学中教师反馈语的问题与对策研究
A Study on the Problems and Countermeasures of Teachers’ Feedback in Junior High School English Reading Teaching

在初中英语阅读教学中，教师反馈语至关重要，有效的教师反馈语既能为学生提供可理解性输入信息，激发学生的学习兴趣，又能推动学生的语言输出。本研究基于可理解性输入假说和互动理论，采用课堂观察法、文献研究法，以13节初中英语阅读课为研究样本，对初中英语阅读教学中教师反馈语的分布特征展开探讨。研究结果表明，在初中英语阅读教学中，教师多运用语言性反馈语，有反应反馈语常常与语言性反馈语结合使用，暂未发现障碍式反馈语。在语言性反馈语中，评估性反馈语更受教师欢迎；鼓励性反馈语欠缺；发展性反馈语以追问为主；目标性反馈语带有预设痕迹，不利于学生个性发展以及语言习得。通过成因分析，从教师反馈语的灵活性、针对性、规范性三方面，提出初中英语阅读教学中教师反馈语的优化策略，以促进初中英语阅读教学。
In junior high school English reading teaching, teachers’ feedback is of great significance. Effective teachers’ feedback can not only provide students with comprehensible input information, stimulate students’ learning interest, but also promote students’ language output. Taking Comprehensible Input Hypothesis and Interaction Theory as the theoretical basis, classroom observation and literature research as the research methods, 13 junior high school English reading classes as research samples, this study explores the distribution characteristics of teachers’ feedback in junior high school English reading teaching. It shows that in junior high school English reading teaching, teachers mostly use verbal feedback with which responsive feedback is combined, and obstructive feedback has not been found yet. Among teacher’s verbal feedback, evaluative feedback is more popular; encouraging feedback is in short supply; developmental feedback mainly takes the form of follow-up questions; and goal-oriented feedback has traces of presetting, which is not conducive to students’ personality development and language acquisition. Through analysis of cause, this study proposes optimization strategies for teacher’ feedback in junior high school English reading teaching from flexibility, pertinence, and standardization of the feedback, so as to promote junior high school English reading teaching.