Teacher’s positive feedback in the form of immediate succinct response is an indispensable motivational factor crucial to students’ oral production and classroom participation. The present study was intended to assess the range and authenticity of teacher responses used by a number of Russian teachers of English in everyday classroom interactions. The study adopted theCorpus Approachas a reference tool to verify the research data against a Corpus-driven evidence that isto examine and assess the authenticity of the most frequent responses given by the study participants (21 practising EFL teachers working in Orel, Russia, most of whom are graduates of Orel State University, andwhose teaching experience ranges from 11 to 25 years). The results indicated that the phrases the teachers used in the classroom differed from those native speakers use in similar authentic environment. The analysis revealed that the teachers did not resort to clear and concise positive reinforcement often enough to stimulate the students’ engagement. In addition, a finite list of highly authentic TRs was recommended for more frequent use in ordinary EFL classrooms and among would-be English teachers. Overall, both teachers in the field and trainee teachers need to be more informed on how and in what particular way to encourage their students’ classroom participation.

中文翻译：

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EFL 课堂​​中教师的简短回答：语料库方法评估

教师以直接简洁的反应形式的积极反馈是学生口头表达和课堂参与必不可少的激励因素。本研究旨在评估一些俄罗斯英语教师在日常课堂互动中使用的教师反应的范围和真实性。该研究采用语料库方法作为参考工具，以对照语料库驱动的证据验证研究数据，该证据旨在检查和评估研究参与者（在俄罗斯奥廖尔工作的 21 名 EFL 执业教师，其中大多数人给出的最常见回答的真实性）毕业于奥廖尔州立大学，教学经验从 11 年到 25 年不等）。结果表明，教师在课堂上使用的短语与母语者在相似真实环境中使用的短语不同。分析显示，教师并没有经常使用清晰简洁的正面强化来激发学生的参与度。此外，建议在普通 EFL 课堂​​和未来的英语教师中更频繁地使用高度真实的 TR 的有限列表。总体而言，该领域的教师和实习教师都需要更多地了解如何以及以何种特定方式来鼓励学生的课堂参与。建议在普通 EFL 课堂​​和未来的英语教师中更频繁地使用高度真实的 TR 的有限列表。总体而言，该领域的教师和实习教师都需要更多地了解如何以及以何种特定方式来鼓励学生的课堂参与。建议在普通 EFL 课堂​​和未来的英语教师中更频繁地使用高度真实的 TR 的有限列表。总体而言，该领域的教师和实习教师都需要更多地了解如何以及以何种特定方式来鼓励学生的课堂参与。