A Study Of Influences Of Teachers' Classroom Verbal Feedback On Senior High School Students' English Learning Motivation

During the recent years, the study of teachers'classroom feedback has become the controversial topic. As the motivation factors strongly affect students'language learning (LL), feedback's effect on students'motivation attract scholars'attention. This thesis aims to sort out the specific kinds of teachers'classroom verbal feedback in formative assessment and summarizes students'experience on the different kinds of feedback. Then the analysis of the feedback's effects on motivation factors will be shown one by one along with the suggestions to improve the effectiveness of teachers'feedback.Based on the review and summarization of the research production on the second language learning (SLL) and teachers'feedback both at home and abroad, adopting Gardner and Lambert'typical classification of motivation and Brophy's classification of feedback, the author designs to investigate the different feedback's effect on students'motivation factors. The senior high school students will be chosen as the subjects in this research. The self-made questionnaires are finished by the students. The major research questions are: the current condition of students'innate motivational level and self-efficacy level; the individuals'different experience to kinds of feedback; feedbacks'effect on students'language learning motivation factors, including interest, anxiety and self-efficacy.The research chooses 8 English lessons in one senior high school as the transcriber material and 228 senior high school students as the subjects in questionnaire part. The result shows: teacher's feedbacks present the specific characteristics; the individual, with the different innate motivation and self-efficacy level, has the significantly different feelings towards teachers'varied kind of feedbacks. Generally speaking, positive feedbacks have the affirmative and aspiring influence on students'interest, anxiety and self-efficacy but not very significantly different on individuals though they have the different features; negative feedback and no feedback have the varied effects on individuals according to students'innate motivation and self-efficacy condition. In condition to the results, author applies some suggestions which are made for improve the effects of teachers'evaluative treatments.