A Case Study On The Effect Of Teachers’ Feedback On Junior Middle School Students’Foreign Language Anxiety

Owing to the development of the second language acquisition (SLA), theresearchers focus on the affective factors which have a great influence on the students’language learning. Anxiety which is one of the most important affective aspects hasbeen attracted much attention in second or foreign language learning. And teachers’feedback as the necessary part in classroom teaching will impact learners’ anxiety.The study of the teachers’ feedback has increased in recent years. However, a fewpeople concentrate on the relationship between the teachers’ feedback and the learners’anxiety.Therefore, the paper is trying to investigate the relationship between theteachers’feedback and the students’ foreign language anxiety. Thus, this paper ismainly discussed from two perspectives:1. Do the teachers’feedbacks have influenceson the middle school students’anxiety?2. If so, what kinds of feedback can lead to thestudents’anxiety?In order to solve the research questions, the author will make a investigation tothe50students of Junior One in Wenchang Junior Middle School in Zhoukou ofHenan Province, such as questionnaires and naturalistic observation. There are twoquestionnaires. In the first one, it is mainly investigated the general anxiety conditionof all the students. The main purpose of the second questionnaire is to find out the types of teachers’ feedback which influence the students’ anxiety by collecting andanalyzing the statistics. The author will observe and transcribe the teachers’ feedbackin the process of classroom teaching. And it will be concluded that which types offeedback will severely affect the students’language anxiety.At last, the study has figured out the two questions:1. The teachers’ feedbacksdo have influences on the middle school students’ anxiety.2. The students will feelanxiety after the teachers feedback, such as interrupt directly and correct themeta-lingual mistakes. Concerning to the feedback of criticizing and no feedback, theanxiety of the learners will be stronger. Besides, some suggestions will be proposed tothe teachers and the students, in order to alleviate the students’ anxiety and improvethe effectiveness of English learning of junior middle school students.