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

The development of the technology promotes the process of the globalization,and English still dominates the world-wide language.Therefore,mastering English makes great significance on the individual development and the progress of the society.According to the new English curriculum standard(2017),emotional attitude act as one of the course objective.It indicates that English teaching process should not only focus on the development of students' knowledge and language skills,but also the development of students' emotional attitudes.Students' learning motivation is one of the important parts of their emotional attitudes.Therefore,teachers should continue to stimulate and strengthen students' interest in English,and gradually guide them to form a stable interest,so that they can build confidence.The high school is an important stage for students to accumulate knowledge.The students will lay a good foundation for English learning during this period.The teacher's verbal feedback is of great significance in enhancing students' interest in learning.This thesis mainly focuses on the influence of teachers' verbal feedback on students' learning motivation,and observes the influence of different teacher verbal strategies on learning motivation.Verbal feedback theory originated in the United States.Sinclair&Coulthard(1975)defined teacher feedback as "the third move in the classroom discourse analysis exchange IRF system,where I stands for interaction;R stands for reflection;F stands for feedback,ie An evaluative comment." The value of this thesis is to measure the impact of verbal feedback on learning motivation through the statistics of teachers' verbal feedback in the classroom and the learning motivation scale.This thesis mainly uses three methods—classroom observation,student questionnaire survey and teacher interview—to analyze the verbal feedback of the classroom and the number of responses of students.This thesis mainly solves the four questions:1.What' s the proportion of different types of teachers' verbal feedback?2.What are students' attitudes and preferences to different types of teachers' verbal feedback?3.What' s the effect of different teachers' verbal feedback types and feedback strategies on the students' learning motivation?4.What strategies can be applied to improve the teachers' verbal feedback,so as to enhance the learning motivation of students?This thesis takes 200 high school students(aged from 15 to 17 years old)as the survey object,in-depth study of the classroom feedback of four high school English teachers,summarizing the characteristics of effective feedback language and the problems of teachers in effective feedback.The conclusion is reached that when the ratio of positive speech feedback to negative speech feedback is between 2 and 2.5,the number of responses is the most,which is the most stimulating motivation for students.In other words,positive speech feedback accounts for about 65%,and negative speech feedback is about 35%.From the specific speech feedback strategy,in the positive speech feedback,the students have the strongest preference for the strategy of "praise students and make simple reviews",and the average value is M=4.1043.In the negative speech feedback strategy,students have the strongest preference for "correcting mistakes and explaining reasons",with an average value of M=4.005.This shows that these two strategies are the most popular among students,and they can stimulate their enthusiasm.At the same time,gender factors have a significant impact on positive speech feedback and negative speech feedback.To this end,the author proposes four strategies to promote students' motivation:First,adopt different verbal feedback strategies related to students' goals;second,adjust different verbal feedback strategies for different learners;third,the content and form of verbal feedback are enriched;fourth,the verbal feedback content is clear.