The Investigation Of The Influence Of Senior High School English Teachers’ Classroom Feedback On Students’ Learning Emotion

General High School English Curriculum Standards points out that teaching evaluation should run through all aspects of high school English teaching practice.Teachers’ classroom feedback plays an irreplaceable role as a kind of formative evaluation.Appropriate feedback can not only reflect the students’ learning level,but also give students emotional stimulation.This paper investigates the use of teacher feedback in high school English classrooms and its impact on students’ emotions,then summarizes and analyzes the influence of teacher feedback discourse on students’ emotional factors,and gives suggestions on how to improve teachers’ classroom feedback discourse.The main problems that are discussed in this paper are: What is the total amount and proportion of teacher feedback in high school English classes? How is the using condition of positive feedback and negative feedback in high school English class?Does the high school English teacher’s classroom feedback have an impact on students’ learning emotions? What kind of effect does the classroom feedback have?What are the attitudes and expectations of high school English teachers and students to classroom feedback? On the basis of summarizing the research results of domestic and foreign scholars,the author conducts the investigation on the teachers and students of Suixi Middle School and analyzes the influence of teacher feedback discourse on students’ positive emotion factors through classroom recording,corpus transfer,classroom observation,questionnaire survey and some interviews among teachers and students.The results of this paper are as follows: First,high school English teachers use a certain amount of feedback in classroom teaching.Second,the amount of positive feedback is slightly higher than that of negative feedback,the direct praise is the most used one among them.Third,timely and appropriate verbal responses can have a significant effect on learners’ learning emotions.Fourth,students with different levels of learning express different expectations for the use of teacher feedback.Based on the conclusions of the research,the following teaching inspirations can be summarized: First of all,teachers should cultivate the awareness of speech feedback in the classroom and pay attention to the influence of feedback on students’ emotions.Secondly,teachers should deeply understand students and implement feedback strategies according to the different learning levels of students.Finally,teachers can arouse students’ desire to learn by building deep emotional bonds with students.There are still some shortcomings in this study.The writer hopes that in the future research,the feedback methods of non-verbal nature such as gestures and eye contacts in the teacher’s classroom can be studied,and also consider the emotional influence teachers give to the students in other situations.On this basis,it is necessary to increase the number of samples and improve the quality,making the data more representative,scientific and authentic.