A Study On Influences Of Teachers’ Verbal Feedback In English Class On Senior Students’Learning Positive Emotion

Researchers have been keen on controversial topic about teachers’verbal feedback in class in the past few years, but the achievement of this kind is rare in the affective domain. Much attention has been drawn to the influence of teachers’ verbal feedback on students’positive emotion. Based on the categories of teachers’ talk, the thesis observes various types of teachers’ verbal feedback and the response of students’ different feelings, explores how teachers’ verbal feedback affects students’ positive emotion and offers corresponding proposals to improve teachers’ verbal feedback.Reviewing the positive affect in foreign language learning and teachers’verbal feedback at home and abroad, the author employs qualitative and quantitative methods to study the topic. According to the classification of teachers’ talk, the author attempts to investigate and analyze the different effects of teachers’ verbal feedback on students’ positive learning emotion through audio-recording, transcription and observation in class, and questionnaires as well as informal interviews. Research shows that there exists significant difference in choosing teachers’ feedback terms. In general, content-level feedbacks are used more often than form-level feedback and theme-level feedback; the effect of teachers’ content-level feedback on students’ positive emotion is greatly affected by students’ individual difference; the form-level feedback and theme-level feedback play a positive role in raising students’ motivation and enthusiasm and reducing their anxiety, but such feedback is quite limited in pattern and quantity. For this reason, the author presents some measures and methods to improve teachers’ verbal feedback and students’ positive learning emotion.