The function of repetitive feedback language is that after students answer questions, teachers first affirm the questions answered by students, and then correct the students' questions. Many times, students' attention will focus on the teacher's affirmation, but not on the mistakes corrected by the teacher. Although students notice the difference between the teacher's restatement and their own answers, they will think that this is another form of answer. There are also some problems in teachers' use of repetitive feedback in teaching. When the teacher corrects the students indirectly, the students may not realize that the teacher is correcting their mistakes. Therefore, when teachers use this form of corrective feedback, they should aim at some students. If students' language proficiency and knowledge are low, there is no basis for discussion. Therefore, when teachers use repetitive feedback, they can clearly display the content and form of the target language in front of students, thus providing students with good contrast and allowing them to correct their mistakes in time. Repetitive feedback language occupies a high position in the teaching classroom. Teachers can respond to students' answers directly and naturally by restatement, and at the same time show the target language to students more clearly, which effectively improves the quality of students' language output. Although there are some problems in this form of restatement, teachers can stimulate students' ideas through tone or blackboard writing, make students realize that there are some problems in their answers, and then compare them with teachers' sentences, correct their own problems and output correct language.