Teacher Feedback And Learners' Involvement In College English Classroom-From The Perspective Of Affect

A tough problem that has long been perplexing language teachers in CET is students'passive involvement. In recent years, with the concern on individual differences, the affective factors have gained increasing attention. It is widely acknowledged that affect plays an important role in FLL&T. Teacher feedback is an important component of teacher talk, whose role in SLA as well as in EFL teaching cannot be neglected. It goes without saying that teacher feedback, an indispensable link in a chain of classroom teaching procedures, exerts an influence upon the learner's affect. The study seeks to make a preliminary exploration concerning how to adopt effective teacher feedback techniques to facilitate the learner's affective development and hence boost the learner's class participation from the perspective of affect.The theoretical foundations of the thesis include Affective Filter Hypothesis, Humanism, the theory of mediation, and prior studies related to both affective factors and teacher feedback. With the instruments of classroom observation, questionnaire survey, and semi-structured interview, an experimental study has been conducted in an engineering university in China's border area. It aims to investigate the actual state of teacher feedback techniques employed in college English classroom in this university, the students'attitudes towards teacher feedback and their specific preferences so as to get some insights into the feedback techniques catered for the affective needs of the students with medium or relatively lower language proficiency.The findings indicate that the teachers adopt a wide range of methods to provide feedback. Nevertheless, it leaves something to be desired. The majority of learners admit that the way of feedback adopted by their teachers would contribute to their affective change, especially their motivation and attitudes. There is a strong preference for implicit feedback and self-repair among the students. Thereby, certain teacher feedback techniques favorable for learners'affective development are put forward. The present research is expected to arouse the awareness of appropriate use of teacher feedback and try to be beneficial to EFL teaching and teacher training.