The Study On The Influence Of Csl Teachers’classroom Feedback On Student’s Achievement Attribution

Motivation attribution theory explained how the individual defines the cause of his behavior and its result. Weiner’s attribution theory of achievement motivation attributed not only to clarify the role of achievement motivation, and also proved that the attribution is not only from the perception of the individual himself, but also is influenced by the context through a series of experiments. Education is one of the most important application of attribution theory. In the classroom context, in addition to the difference between students’ personal characteristics, the external information is also available due to the impact on students’ cognitive processes and effects. From a practical point of view, teachers’ behavior in the classroom context has great impact on students’attribution. Furthermore, Teacher-Student Interaction, as the most common and the most direct way in classroom feedback, also draw great attention of the researchers in Second Language Acquisition. Therefore, this paper first reviewed and systematically combing the theoretical and empirical research on achievement attribution and teachers feedback at home and abroad, then used the method of classroom observation to study the type and frequency of the feedback teachers use in CSL classroom. The research found that Chinese as a second language classroom teachers’feedback are featured as:(1) In the classroom context is the most common way of evaluative feedback, discoursal feedback and error-correction feedback;(2) CSL teachers tend to use positive feedback in class, while corrective feedbacks mainly occur in an indirect way, and the feedback behavior is influenced deeply by teacher-student relationship. The author then base the research on Bar-Tal model to explore the hidden reason why CSL teachers give different ways of classroom feedback according to different students. The third part of this paper is to examine from the perspective of the learner the impact of teacher feedback on learners’ attribution. The study found:(1) there are significant differences in the attribution among learners from different cultural backgrounds, but the difference would be mediated by teachers’ feedback;(2) sex difference doesn’t generate significant differences on CSL learners’ attribution style;(3) too much positive feedback may communicate "low ability" information to learners;(4) the crosscultural communication between teachers and students may cause misunderstanding in students’ achievement attribution;(5) Teachers’attribution to learners’ success and failure influences the feedback behavior of teachers, while learners use the information convey by teachers’ feedback to judge the reason why they succeed or fail in learning Chinese.