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教师提问-学生回答-教师反馈是课堂教学的三步曲。对学生的回答给予回应是教师重要的课堂行为之一。通过研究教师反馈语的使用,可以从一个侧面反映教师对学生的课堂角色的理解。本文采用课堂实录、后续访谈和问卷调查的方法,通过分析6位高职院校低年级英语专业教师12节综合英语课反馈语的使用,旨在探询外语课堂中教师的反馈语所呈现的特点及其所折射的师生角色的变化。
Teacher Question - Student Answer - Teacher Feedback is a three step lesson in class. Responding to the student’s response is one of the teacher’s important classroom activities. By studying the use of teacher feedback language, teachers can understand the teacher’s understanding of students’ classroom roles. This article uses the classroom records, follow-up interviews and questionnaire survey methods, through the analysis of the use of the feedback language of the 12 integrated English lessons of 6 teachers of English majors in lower vocational colleges, aiming to explore the characteristics of the teachers’ feedback language in foreign language classrooms. And the changes in teacher-student roles that it refracts.