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Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh An Investigation into the Teachers’ Feedbacks to Students’ Answers in Lectures from TOEFL iBT

This paper aimed to examine the syntactic, semantic and pragmatic features of teachers' feedback in lectures in English and the students' expectation of these feedback. The descriptive study was based on a theoretical framework of Functional grammar, theory of speech act, epistemic modality and politeness. The data collection was conducted with 400 instances of teachers' feedback quoted from transcripts of lecture extracts of TOEFL iBT and a questionnaire for 120 students at Tay Nguyen University, Vietnam. The former was to discover features of teachers' feedback in terms of syntax, epistemic modality and politeness principles. The latter was designed for the analysis of students' perception of teachers' feedback. The study reveals, in view of clause as exchange, clause as message, and speech act theory, that most of the teachers' feedback occurred in forms of truncated declarative sentence as a Theme or Rheme with discourse functions as confirming the validity of the students' answers, encouraging, complimenting the students, correcting and modifying their answers. The study also found that most students expected teachers' instructive and encouraging feedback with the correction rather than just a compliment. Based on the research findings, some implications for teachers' feedback in teaching and learning in English are suggested.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

This paper aimed to examine the syntactic, semantic and pragmatic features of teachers' feedback in lectures in English and the students' expectation of these feedback. The descriptive study was based on a theoretical framework of Functional grammar, theory of speech act, epistemic modality and politeness. The data collection was conducted with 400 instances of teachers' feedback quoted from transcripts of lecture extracts of TOEFL iBT and a questionnaire for 120 students at Tay Nguyen University, Vietnam. The former was to discover features of teachers' feedback in terms of syntax, epistemic modality and politeness principles. The latter was designed for the analysis of students' perception of teachers' feedback. The study reveals, in view of clause as exchange, clause as message, and speech act theory, that most of the teachers' feedback occurred in forms of truncated declarative sentence as a Theme or Rheme with discourse functions as confirming the validity of the students' answers, encouraging, complimenting the students, correcting and modifying their answers. The study also found that most students expected teachers' instructive and encouraging feedback with the correction rather than just a compliment. Based on the research findings, some implications for teachers' feedback in teaching and learning in English are suggested.

Lecturer
,
University of Foreign Language Studies - The University of Danang
Lecturer
,
Tay Nguyen University
No moderator for this session!
Mrs. Quynh Nguyen
Lecturer
,
Thai Nguyen University of Sciences
Ms. Yen Le
High School Teacher
,
Binh Chanh Junior & High School
Mr. Thinh Tran
English Teacher Student
,
University of Foreign Language Studies - The University of Danang
Download Presentation Submitted by Hung Ngu
Download Presentation Submitted by Hung Ngu
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