1.反馈信息初中英语阅读教学中，同伴支架的应用能够促进学生之间的交流互

1. Feedback <br>junior high school English teaching of reading, can facilitate the application companions stand between student <br>interaction and improve the speed of information feedback among students. In group interaction, learning <br>who to evaluate each other's performance through feedback between them. Feedback can be divided into positive <br>feedback, negative feedback, validation checks, inspections and requests for clarification to understand, but the feedback effect <br>is sometimes questionable. Feedback between peers often simply duplicate each other's <br>reasons, then or check information, almost no corrective feedback, and this phenomenon <br>a lot. In junior high school English teaching reading, most students think, discuss the biggest storm <br>hard it is to master the form of the target language is not enough skilled, lack the ability to guide the discussion, and very <br>few people like to ask questions to the teacher. The survey found that in junior high school English <br>reading teaching process, students are usually accustomed to explain teachers, teacher authority, <br>relying on English teachers' feedback to ensure the quality of output and input. <br>2. The correct expression error <br>correction error is expressed junior high school English teaching reading, peer group interaction application <br>Another important function of the stent. In other words, in the process of group interaction, team members <br>will correct one another's errors between the English expression. However, this correction more focused <br>on vocabulary. <br>3. Learn to maintain the direction of <br>the established English reading is that students learn the direction of maintenance time will be reminded of the purpose of use <br>standard English language, used to keep the pursuit of learning to read in English and focus on, the task of English teachers teaching will go to the next step by keeping companions stand reading <br>the direction of teaching. Because the limited ability to control student interaction, and can not properly <br>use the companion stand to maintain the established goals, it could have a negative interaction in the group <br>influence. <br>4. expand vocabulary<br>In junior high school English teaching reading, students may have no idea how to express a <br>phenomenon of the word, in this case, students often seek help in two ways: the first <br>one is the direct use of native advantages, directly to their mother tongue partner to call for help; the first <br>two is invisible way hesitant pause, that pause to peer own way imply the need <br>to help. Whatever the case, the basic group partners can take the initiative to give appropriate <br>assistance. <br>Increase the participation of <br>one group interaction is the most common problem is a group or several members dominated the interactive process, while the other members of the team can not participate. These students do not regularly participate in group interaction in English language skills, English reading ability may be poor, the use of peer support can maximize the degree of student participation, inter-college English reading classroom team members are familiar with, you can take a different approach to mobilize all members to participate in the discussion.

1. Feedback<br>In junior high school English reading teaching, the application of peer support can promote students<br>communication and interaction to improve the speed of information feedback between students. Learn in group interactions<br>to evaluate each other's performance through feedback from each other. Feedback can be divided into positive<br>Feedback, negative feedback, confirmation checks, understanding checks, and clarification requests, but the effect of feedback<br>Sometimes it is doubtful. Peer-to-peer feedback is usually simply repeated<br>little corrective feedback, caused by this phenomenon, or check information<br>A lot. In the middle school English reading teaching, most students think that the discussion of the biggest difficulties<br>Difficulty is not proficient enough in the target language form, lack of ability to guide the discussion, and very<br>Few people like to ask the teacher questions. Survey study found that in junior high school English<br>In the course of reading teaching, students are usually used to being explained by teachers, with teachers as the authority.<br>Rely on teacher feedback to ensure the quality of English output and input.<br>2. Correcting expression errors<br>Correcting expression errors is the peer of group interaction application in junior high school English reading teaching<br>Another important feature of the bracket. In other words, during group interactions, team members<br>Each other's English expression errors will be corrected. However, this correction is more focused<br>In terms of vocabulary.<br>3. Learning direction maintenance<br>The maintenance of the established English reading learning direction means that students will always be reminded to use the goal<br>Standard English language, used to maintain the pursuit of English reading learning and focus on tasks, English teachers will be through the peer support into the next teaching step to maintain English reading<br>The direction of teaching. Because students have limited ability to control the interaction process, they can't<br>Maintaining established goals with peer support scaffolding can have a negative impact on group interactions<br>Effect.<br>4. Expand ingress vocabulary<br>In junior high school English reading teaching, students may have no idea how to express a<br>the phenomenon of words, in which case students often seek help in two ways:<br>One is to directly use native advantages and seek help directly from your peers in your native language;<br>The second is the invisible way of hesitating to pause, that is, to suggest to his peers in a pause that he needs<br>To help. Regardless of the situation, the group partner is basically able to take the initiative to give the appropriate<br>help.<br>Increased participation<br>One of the most common problems in group interaction is that one or more members of the group lead the interaction process, while the rest of the group is not able to participate. These students who do not often interact with the group may have poor English language expression ability and English reading ability, the use of peer support can maximize student participation, the university English reading class team members are familiar, can be used in different ways to mobilize all members to participate in the discussion.

1. Feedback<br>In junior middle school English reading teaching, the application of peer support can promote students' communication<br>To improve the speed of information feedback among students. In group interaction, learning<br>People evaluate each other's performance through their feedback. Feedback can be divided into positive<br>Feedback, negative feedback, confirmation check, understanding check and clarification request, but the effect of feedback<br>Sometimes it's questionable. Peer feedback usually simply repeats each other's<br>There is almost no corrective feedback when talking or checking information. The reasons for this phenomenon are as follows:<br>Quite a lot. In junior high school English reading teaching, most of the students think that the biggest difficulty is to discuss<br>It is difficult to master the target language form, lack the ability to guide discussion, and<br>Few people like to ask the teacher questions. The survey found that in junior high school English<br>In the process of reading teaching, students are usually used to accept the teacher's explanation and take the teacher as the authority,<br>Rely on Teachers' feedback to ensure the quality of English output and input.<br>2. Correct expression errors<br>Correcting expression errors is the application of peer group interaction in junior high school English Reading Teaching<br>Another important function of the bracket. In other words, during group interaction, group members<br>Will correct each other's English expression mistakes. However, this kind of error correction is more concentrated<br>In terms of vocabulary.<br>3. Maintenance of learning direction<br>Maintenance of the learning direction of English reading refers to that students will be reminded to use the target at any time<br>Standard English language is used to keep the pursuit of English reading learning and focus on tasks. English teachers will enter the next teaching step through peer support to keep English reading<br>The direction of teaching. Because of the limited ability of students to control the interaction process, they cannot correctly<br>Using peer support to maintain a set goal may lead to negative effects in group interaction<br>Influence.<br>4. Expand vocabulary<br>In junior high school English reading teaching, students may not know how to express one<br>In this case, students usually ask for help in two ways: first<br>First, directly use the original advantages, and directly seek help from your peers in your native language<br>The second is the invisible way of hesitation and pause, that is, the way of pause to suggest to your partner that you need<br>Help. No matter what the situation is, the Group partners are basically able to take the initiative to give appropriate<br>Help.<br>Increase participation<br>One of the most common problems in group interaction is that one or several members of the group dominate the whole interaction process, while other members of the group cannot participate. These students who do not often participate in group interaction may have poor English language expression ability and English reading ability. The use of peer support can maximize students' participation. In College English reading class, group members are very familiar with each other, so they can take different ways to mobilize all members to participate in the discussion.<br>