在近几十年里，教师的课堂用语一直是课堂教学研究领域的一个重要研究课题。口语反馈的研究开始于20世纪70 年代。随着相关理论和研究的不断发展，人们对口语反馈的认识逐渐深化，但关于口语反馈的定义仍然存在争议。 本文主要集中讨论三个问题：一、教师常用的课堂口语反馈策略有哪些? 二、教师和学生如何看待教师课堂口语反馈策略的使用？三、何为有效的教师课堂口语反馈策略？为了回答上述问题，笔者采用课堂观察的方法来记录两位英语教师课堂口语反馈的情况，在此基础上，对两名英语教师和二十名学生展开访谈。 数据研究表明，教师的课堂口语反馈具有以下特点：一、两位英语教师都很注重口语反馈在课堂教学过程中的作用，在给予口语反馈的时候考虑到了学生的差异；二、两位英语教师的课堂口语反馈策略非常丰富，灵活运用单一性口语反馈策略和混合型口语反馈策略；三、两位英语教师的课堂口语反馈以简单认可型积极反馈策略为主；四、启发型纠错反馈策略在两位英语教师的纠错反馈中运用的最为普遍；五、启发、鼓励和追问是有效的课堂教师口语反馈策略。它们不仅能够极大地增加学生的课堂口语输出，而且能有效地促进课堂师生互动。

Teachers’ classroom discourse has been an important research topic in the field of classroom teaching research in the past years. Researches on teachers’ oral feedback originated in 1970s. With the development of related researches, people have a better understanding of the oral feedback language of teachers. However, there is still no widely agreed definition of “oral feedback” among scholars and experts. In this thesis, three main questions are put forward by the author. First, what are the oral feedback strategies that are regularly used by the two experienced EFL teachers in class in a local senior high school? Second, how do EFL teachers and students view the use of teachers’ in-class oral feedback strategies? Third, what are effective in-class oral feedback strategies of teachers? To answer the above questions, the author adopts classroom observation to record the oral feedback language of the two experienced EFL teachers. After that, the author interviews the two EFL teachers and twenty students based on the problems that have been observed in the class. According to the results of data analysis, the author has the following findings: First, the two experienced EFL teachers think that teachers’ oral feedback plays an important role in students’ language learning, and they take students’ difference into consideration when giving oral feedback; second, the two experienced EFL teachers’ oral feedback strategies are rich in variety. They combine single oral feedback strategies with multiple oral feedback strategies flexibly; third, simple praise confirmation, as a positive oral feedback strategy takes the leading role in the lessons of the two EFL teachers; fourth, elicitation is the widely used corrective feedback strategy in the lessons of the two EFL teachers；lastly, elicitation, encouragement and response development solicitation are effective oral feedback strategies of teachers, since they can increase oral output of students and promote classroom teacher-student interaction.