The Influences Of Attribution Of Teacher's Feedback On Pupils' Learning Motivation

The educational circles has greatly concerned education assessment all the time.Evaluation is regarded as a means of education,and the final goal is to promote the development of the pupils.With the further development of the new English curriculum standard of primary school,the promoting effect of student centered the formative assessment(FA)should be paid more attention to.From the perspective of FA,this article studies how to carry on effective teacher's feedback to strengthen the learning motivation of pupils,in order to improve the teacher's feedback of primary English teaching.This thesis first summarizes the FA research by domestic and foreign scholars in recent years,including the meaning,function and form of FA.Then it explores how teachers should promote FA,especially teacher's feedback,a significant aspect of FA.Next,analyzing the function and the form of teacher's feedback,the author uses the theory proposed by Schunk for the attribution theory of teacher's feedback classification.Finally,according to different forms of teacher's feedback on learning motivation in English learning,the thesis discusses it from the theoretical level.An experiment was carried out among 93 pupils throughout one semester with English curriculum.Participants of the 3 groups were provided with FA and three varied forms of feedback from their English teacher.The study reveals that teachers' feedback plays a significant role in FA while the effort-attributional feedback from language teachers is more effective in promoting English learning motivation than either the ability feedback or the general feedback.Finally,based on the previous researches and experiment,several implications on teacher's feedback are given.First,FA is helpful for pupils to deveipo their physical and mental health.Second,as an important aspect of FA,teacher's feedback should be paid enough attention to.As teachers provide more effective feedback,pupils should be viewed as the dominant part of FA.Moreover,teacher's effort-attributional feedback is preferred in order to promote learning motivation.