教师课堂反馈语是教师在课堂上对学生的回答所给予的口头回应，它是教师话语的主要组成部分，对语言学习和课堂互动有着巨大的作用。本研究旨在探讨教师对不同英语水平的学生所使用的反馈语策略的不同。此外，亦着重探讨教师课堂反馈语对学生口语输出的影响。本研究的参加者包括一名高中教师和她两个班级的学生。此教师有十年的教学经验，是高二英语教学组组长。两个班的学生英语水平具有很大差异，一个班级的英语水平很高，另一个班很低。然而，两个班上的学生在英语课堂上都表现的很活跃，他们都在努力用英语表达自己的观点。为了分析其原因，本研究采用了课堂观察、访谈和实物收集的研究方法。研究结果表明，教师的课堂反馈语在课堂中起着重要作用。教师在课堂上运用多种反馈语策略，这些策略主要用于接受、表扬、鼓励、延伸、激励、纠正学生的答案。对于不同英语水平的学生，老师倾向于使用不同的反馈语策略。对于高水平的学生，教师通常希望通过反馈语，让学生扩展答案，纠正错误。而对于低水平的学生，教师则注重通过反馈语来鼓励他们练习英语，表达自己的想法。此外，教师的课堂反馈语影响着学生的口语输出的质量和数量，对学生的口语输出尤为重要。这些发现对了解教师课堂反馈语的功能以及对学生口语输出的影响有重要的作用。同时也对教师正确的使用课堂反馈语策略有着重要影响。

Teacher verbal feedback is the strategies used by teachers to respond to the students’ discourse in the classroom, which is the main part of teacher talk in the classroom has a huge function on the language learning and classroom interaction. This study aims to compare the different verbal feedback strategies that the teacher used in the classroom according to the different English level students. Besides, this study focuses on the effects of teacher verbal feedback on students’ oral productions. Participants of this research include one teacher and her two classes in a senior high school. The teacher has ten years of teaching experiences, and she is the leader of English teachers in senior two. Students English level in two classes is very different; one is very high, the other one is low. However, both classes are very active in the classroom, and they are trying to express ideas in English. For analyzing the reasons for this phenomenon, research methods of classroom observation, interview, and artificial materials were adopted in this study. Findings of this study revealed that teacher verbal feedback plays an important role in the teachers’ classroom. The teacher uses many kinds of verbal feedback strategies in the classroom, which are mainly used for accepting, praising, encouraging, extending, prompting, correcting to students’ answers. For students in different English levels, the teacher tends to use different verbal feedback strategies. For the high level, the teacher usually wants to let them extend their answers and correct the mistakes by teachers’ guidance through verbal feedback. While for the low level, the teacher pays attention to create chances to encourage them to practice English and express their ideas. And teacher verbal feedback influences students’ oral production form quantitatively and qualitatively. These findings have implications on knowing the function of teacher verbal feedback so that explaining the effects of teacher verbal feedback on students’ oral production. And implications for the teacher using verbal feedback strategies properly.