In international Chinese language education

teacher feedback is the source of comprehensible input for students and has both evaluative and corrective function for students' language acquisition. Effective use of teacher feedback can increase classroom interaction and create a good classroom atmosphere which helps students to acquire language better. This paper aims to find out if teacher feedback has an impact on Turn-taking between teacher and students. Through classroom observing and transcribing

this paper uses quantitative research methods to analyze teacher feedback and turn-taking in the international Chinese classroom. Using statistical analysis tools

this paper makes multiple linear regression on both duration and types of teacher feedback and the number of Turn-taking. The results indicate that the duration of teacher feedback has a significant positive impact on the number of turns. And there is a obvious positive impact on the number of turns in direct error correction

asking others to answer

requesting clarification and inquiring

while there is a obvious negative impact on the number of turns in positive feedback. Therefore

teacher's feedback should not be too short and must avoid excessive use of simple commends. It is essential to choose appropriate feedback based on the specific situation of students and teaching content in order to increase Turn-taking

which will eventually benefit classroom interaction and students' language output.