The Survey Of English Teacher’s Classroom Feedback In Senior High School Based On Politeness Strategies

English Curriculum Standards for Senior High School(2017)points out that teachers should pay attention to students’ emotions and create a relaxed,democratic and harmonious teaching atmosphere.Therefore,in English teaching,teachers should give heed to students’ emotional changes and strive to create a good teaching atmosphere.Krashen’s affective filter hypothesis points out that students’ emotion has an important impact on students’ learning,in which self-confidence,interest,learning motivation and anxiety are the important emotional factors that affect students’ language acquisition(1982).As an important part of teacher’s talk,teacher’s classroom feedback is an important aspect that affects students’ emotion.Based on the analysis of a large number of literatures,this study adopts Brown & Levinson’s politeness strategy and Krashen’s comprehensible input hypothesis and affective filter hypothesis to study the politeness strategies of English teacher’s classroom feedback in senior high school.This study mainly focuses on the following two questions: 1.At present,what is the current situation of the use of politeness strategies of English teacher’s classroom feedback in senior high school? 2.What are the effects of politeness strategies of English teacher’s classroom feedback on student’s emotional factors in senior high school?In this research,three English teachers and 216 senior one students from a private high school in Xi’an are studied by classroom observation,questionnaire and interview,and the data is statistically analyzed by SPSS20.0.The results show that the feedbacks commonly used by English teachers in senior high school include requesting for clarification,addition and modification,repetition and praise,advice from the whole class,recasting,inspiration,acknowledgement,evaluation,and explicit correction.Among them,repetition and praise and acknowledgement are the most frequently used ones in teachers’ classroom feedback.Through classroom observation,it is found that senior high school English teachers have the sense of politeness in feedback,and take students’ face needs into account.In the feedback process,teachers pay attention to implementing a certain politeness strategy,which includes positive politeness strategies,negative politeness strategies,outspoken politeness strategies and implicit politeness strategies.Among them,positive politeness strategies,negative politeness strategies and implicit politeness strategies can increase student’s self-confidence and learning motivation,help to cultivate student’s positive learning attitude,on the basis of these to reduce their language anxiety.On the contrary,outspoken strategies,especially unadorned outspoken strategies,will have a negative impact on student’s emotions.Therefore,teachers should try their best to avoid using this strategy in classroom feedback.This paper analyzes the use of politeness strategies of English teachers’ classroom feedback in senior high school and their influence on students’ emotional factors in order to provide some implications and suggestions for the majority of senior high school English teachers.It is hoped that senior high school English teachers can focus on the politeness of classroom feedback and use politeness strategies reasonably and effectively in classroom teaching,so as to improve students’ learning self-confidence and motivation,cultivate student’s learning interest and reduce student’s learning anxiety.