教師在課堂上對於學生回應的立即反饋，不論是語言選擇或是教學策略，都可能對學生的語言學習或是課室參與產生輔助或阻礙的效果。教師反饋對以英語為外語的學習者語言能力的培養或是課室活動的參與程度都有重大的影響。本研究採用國中英語課室中自然發生的對談為語料，嘗試探索教師反饋類型為何，並提供例證支持我們的分類。我們藉由書面化的語料來分析教師如何在與學生的互動之中，透過提供不同類型的反饋來協助學生的語言學習及課室參與。資料顯示提供及時的語言支持、重述學生的回應，以及給與正增強對於師生之間有意義的合作式互動發展有所助益，而且能夠引導學生產出更多的回應。因此，有助益的教師言談不能只局限於對學生回應之後的接續動作的任何單一形式。成功的語言學習或是目標性的語言產出主要依賴細心且有技巧的選擇反饋方式才能適用學習者的各個發展階段。

Teachers make their choice of language and teaching strategies to give feedback to student response at the critical moment, which may construct or obstruct learner’s language learning as well as their participation in classroom communication. Teacher feedback plays a significant role in the development of EFL learners’ linguistic competence and facilitating learners’ involvement. Through the use of naturally-occurring classroom data in an EFL classroom of a junior high school, this study attempts to investigate and provide examples for specific types of teacher feedback used by the language teacher through her choice of language. The illustrated texts show how the teacher, through the interaction with students, facilitated students’ language learning and involvement in the classroom discourse by providing different types of feedback. The data reveals offering in-time language support, paraphrasing the contributions, and giving positive reinforcement help develop a meaningful and collaborative interaction between teachers and students, and thus generate more student talk. Consequently, facilitative teacher talk cannot be tied down to any one single pattern of follow-up moves to students’ contribution. Successful language learning or target-like language production depends on a carefully and skillfully selected combination of feedback moves to cope with a learner’s developmental stages.