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Abstract Teachers’ verbal feedback is regarded as an important aspect of the research field of SLA. It not only focuses on reflecting students’ level of master, but also is recognized as a major source for students’ language input.
Domestic studies about feedback started from 1980s. Most of them focus on university and high school English classroom. And comparative studies of experienced and pre-service teacher in the aspect of teachers’ verbal feedback are rare. By observing and recording 24 lessons given by the six teachers (including three pre-service teachers and three experienced teachers), their classroom verbal feedback were recorded for analysis. At the end of the study, the teachers were interviewed to give their points of view on classroom feedback.51704
Findings are as follows. Firstly, teachers have already paid more attention to feedback, especially to complex feedback. Simple feedback still dominates the English classroom. Secondly, all of the teachers try making their feedback various. Simple positive feedback, repetition are used more frequently than others. Encouragement with elicitation and encouragement are not paid enough attention. Thirdly, the amounts of single feedback are similar among six teachers; while the amounts of complex feedback are different (pre-service teachers use less complex feedback than experienced teachers).
According to these findings, there are also some useful suggestions to improve feedback of pre-service teachers：Firstly, teachers should improve their styles of feedback and use them flexibly. Secondly, teachers should pay more attention to learners’ learning psychology and try to use encouragement plus elicitation feedback more. Thirdly, teachers should reflect on their own verbal feedback.
Key words: verbal feedback; experienced teacher; pre-service teacher
专家教师与实习教师的比较研究--以杭州绿城育华学校初中部为例
摘要教师的话语反馈被认为是教师话语中的主要部分，因为它不仅反映了学生的语言掌握程度，也是学生语言输入的一个重要部分。
我国对反馈语的研究开始于20世纪80年代，但大多研究集中大学及高中阶段，针对初中的反馈研究相对较少。更别说专家教师和实习教师的反馈对比研究就更加少了。本文将以初中英语课堂教学中的专家教师和实习教师作为研究对象，通过课堂录音以及对教师采访的研究方法对当前专家教师及实习教师在初中英语课堂的反馈使用现状，以及他们之间存在的异同之处进行讨论研究，期望从中获得得出一些如何提高实习教师反馈质量的启示。
经过研究，本文有主要有以下发现：1. 英语教师已经意识到了混合型反馈的重要性，但单一型反馈使用频率仍在英语课堂中占据主导地位，高于混合型反馈。2. 反馈方式日趋多样化，其中，简单积极反馈和重复型反馈使用最为频繁；鼓励和鼓励加引导的反馈方式没有受到该有的重视。3. 专家教师和实习老师在单一型反馈的使用数量上没有大差别，但实习老师的混合型反馈使用数量与专家教师不同，且低于专家教师。
根据研究结果，本文得出一些有意义的启示，并就提高实习老师的反馈能力提出以下建议：1.灵活使用各种反馈方式；2. 重视学生的学习心理，多采用鼓励安慰加引导的反馈；3. 适当地反省自己的反馈语。
毕业论文关键词：口头反馈；专家教师；实习教师
Contents
1. Introduction 1
1.1 Research Background 1
1.2 Research Purpose and Significance 1
1.3