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

English teaching in senior high school has an important effect on a student's English study. The learners' learning outcomes of English are influenced by a lot of factors, in which, the learners' English learning motivation is the most vital factor. English Learning motivation is also one of the influential factors on students' learning processes and results.According to many researches, teachers function as the main factor among the affecting factors on learners' English learning motivation. Recently, teacher talk arouses a lot of attention. Teachers' verbal feedback, as an important component of teacher talk plays a very important role in influencing students' learning motivation. It not only embodies the classroom interaction between teachers and students, and it can also reflect the students' input and output. It plays an important role in enhancing the effect of the classroom teaching. This thesis aims to study the current use of teachers' verbal feedback in English class teaching in senior high school, and its impact on students' learning motivation, and proposes some measures to solve the problems found in this inquiry, with the hope that this study can arouse more peoples' attention to the emphasis on the teachers' verbal feedback and the proper use of it, and finally promote the English class teaching in senior high school.With the background of the English class teaching in senior high school, this thesis selects 240 students from four classes and two English teachers in Grade 2 in Yan'an Senior High School as the researching objects. This study adopts quantitative and qualitative research methods. It has set research questions and made up questionnaires and carried out classroom observation to investigate the influence of teachers' classroom verbal feedback on the students' English learning motivation.It can be easily found in this study that teachers' classroom verbal feedback has an important impact on students' learning motivation. The positive teachers' verbal feedback can promote students' interest in learning English, and improve students' activeness and initiative in English learning. Through classroom observation, in the current English teaching in senior high school, teachers' verbal feedback is diversified. Whether the students have the same preference toward the teachers' verbal feedback is an important factor in improving the qualities of teachers' verbal feedback. According to the findings of the study, this thesis proposes a number of strategies to help teachers improve classroom feedback in order to improve the students' English learning motivation.