The Efficacy Of Teacher’s Writing Feedback’s Influence On Senior School Students’ Affective Factors

With the development of globalization, English has become one of the most widely-used language tools. As an output skill, English writing has attracted much more attention at home and abroad. We can not emphasize its significance too much. With the push and development of new curriculum reform,《New curriculum standard》 set a new level for English writing. Especially under the command of national college entrance examination, the marks of the composition has been raised to 30 points, which shows that our country attaches greater importance to the check and evaluation towards the usage of language and communication skills of the students.However, the real situation of our senior school students is far from satisfactory. Our students writing ability is not good enough and they can not use the language freely and fluently. Some students are not confident when facing the writing task. As a senior school teacher, we often ask ourselves what we can do to change the present situation? Is it important to give effective feedback? What is real effective teacher’s feedback? As a matter of fact, teacher’s feedback is an indispensable part of language teaching, which plays a very important role in cultivating and training the English writing skills. We must acquaint ourselves with the radical significance of the teacher’s written feedback, pay enough attention to the positive feedback, raise the awareness of students towards teachers’ feedback, ignite the students’ studying motivation and interest, help the students cut down the anxiety of the writing, raise the efficacy of the feedback and also help them understand more about their own emotion and attitude, thus improving the students writing abilities and skills.The process of research employs the way of quantitative method and the case study. Questionnaires are used as the basis of it. The research involves a teacher and some students from Han Yang No.1 senior high school Grade 1. The research lasts a semester, collecting some data and clear analysis to answer the preinstalled questions. To get the further opinion of students about the most effective ways of teaching feedback, face-to-face interviews are also adopted to make up for the questionnaires.Foreign language teaching process is a process of psychology. It involves the theory of Humanistic Education, Construction Theory, Social Interaction Theory, Motivation Theory, Attributive Theory, Achievement Target Theory, and Teacher’s Feedback Theory. And try to answer the following questions:1. What is the common situation of the present teachers’written feedback? By deliberating the case ---Teacher A, can we get the idea what kinds of teacher’s written feedback are the most popular among senior school students?2. How can teacher’s feedback affect students’ affective factors from positive aspect?The results are as follows:1. No matter it is from content or form, teacher’s feedback is effective to students’ writing.Top students prefer the feedback related to the content and idea, while slow students prefer the feedback related to the form, such as vocabulary, grammatical structures. But it is all agreed that students are looking forward to seeing positive, concrete, concise, inspiring and encouraging written feedback.2. The top students have a stronger self-concept, so that teacher’s feedback’s influence is not obvious. As for the moderate and slower students, they are more likely to be influenced by teacher’s positive and affirmative feedback, which is of great help for them to gain confidence and motivation, lessen the anxiety, and lower the affective filter.3. Large amount of language input doesn’t necessarily mean that a learner can learn it well, we can draw a conclusion:the acquisition of the second language is affected by affective factors.The thesis is made up of 4 chapters:the first one introduces the background, research goals and its significance, and the literature review of the related studies at home and abroad. The second chapter introduces the related theoretical basis. Chapter 3 is the scheme of the research. Chapter 4 involves the relevance between students’ positive affective factors and teacher’s written feedback. The following part is the conclusion. It is concerned with the outcome of the research, the inspiration to senior school teachers, limitations of the studies and the expectations of the further study.