A Study Of The Influence Of Teachers’ Verbal Corrective Feedback On Senior High School Students’ English Learning Motivation

Learning Motivation is the internal drive that stimulates and sustains students’ learning activities.According to English Curriculum Standards for Senior High School(2020 revised edition),learning motivation plays a key role in English learning,and the level of motivation will affect students’ academic performance.Verbal corrective feedback is the teacher’s response to the errors made by learners in the process of language output,and students can rely on it to correct their errors in time and master the correct target language.Making errors is inevitable in English learning,and teachers’ verbal corrective feedback can affect students’ English learning motivation.Therefore,teachers need to use verbal corrective feedback appropriately in class.Previous studies have mainly focused on the effectiveness of verbal corrective feedback,teachers’ and students’ different preferences for verbal corrective feedback,and the influence of learning motivation on academic performance or behavior.However,few studies have combined verbal corrective feedback with English learning motivation,especially for senior high school students.Empirical studies have shown that there is a close relationship between verbal corrective feedback and English learning motivation.Based on teachers’ suitable verbal corrective feedback,the students can reproduce the output closer to the target language,thus encouraging them to learn English more willingly.Teachers can improve students’ learning motivation by choosing appropriate verbal corrective feedback according to learners’ individual differences.Therefore,this thesis focuses on the influence of teachers’ verbal corrective feedback on senior high school students’ English learning motivation.This thesis takes 100 students from two classes of grade two in Chengdu NO.17 Middle School as the research subjects and adopts quantitative and qualitative research method.The classroom conservation analysis,questionnaires and interviews are used as research instruments to address the following three questions.(1)What types of teachers’ verbal corrective feedback have been mainly used in senior high school English classes?(2)What are the students’ attitudes and preferences for teachers’ verbal corrective feedback?(3)What are the influences of different types of teachers’ verbal corrective feedback on students’ English learning motivation?The results of the study show that,first,teachers mainly use recast,elicitation and metalinguistic feedback to correct errors of senior high school students,but seldom use explicit correction,repetition and clarification requests.Second,most of the students hold positive attitudes towards teachers’ verbal corrective feedback and hope that teachers can give more time and opportunities for students to complete self-correction.Moreover,verbal corrective feedback such as recast and elicitation are favored by most students.Third,teachers’ different types of verbal corrective feedback have different effects on senior high school students’ English learning motivation.At first,the use of explicit correction and clarification requests will reduce students’ extrinsic learning motivation.Next,explicit correction,recast,elicitation,metalinguistic feedback and clarification requests have positive effects on students’ intrinsic learning motivation.In addition,verbal corrective feedback such as recast,elicitation,metalinguistic feedback can increase students’ extrinsic learning motivation.At last,repetition has no effect on either intrinsic or extrinsic learning motivation.In conclusion,teachers should guide students to establish correct error awareness and choose various ways of verbal corrective feedback to provide timely feedback to students with full consideration of their emotional factors.Furthermore,according to students’ different English levels and abilities,appropriate verbal corrective feedback should be selected to improve senior high school students’ English learning motivation.