A Study On The Effect Pf English Teachers' Verbal Feedback On Students' Learning Affection In Senior High School Classroom

Teachers' feedback is an important part of classroom teaching,and effective teacher s' feedback has an impact on students' affection.Practically,successful English teaching is related to effectiveness of teacher s' feedback in some degree.At present,researchers mainly focus on the types of teachers' feedback and their influences on learners' writing.But little attention is paid to the relationship between teachers' verbal feedback and learners' learning affection in senior high school.Based on Long's(1996)Interaction Hypothesis and Krashen's(1982)The Affective Filter Hypothesis,this study combines the quantitative and qualitative methods(questionnaire,classroom observation,interview and monthly diaries)to reveal what types of teacher s' feedback used in the English class and their impact on students' learning interest,anxiety,self-efficacy and attribution.The research questions are: 1.What types of teacher s' verbal feedbacks are used in the senior high school classroom? 2.What are the effect of different teacher s' verbal feedbacks on students' learning affection? The purpose is to explore the specific feedback used in the English classroom and which teachers' verbal feedback is beneficial to promoting teaching and learning.The research results are as follows:1.Positive feedback,negative feedback and no feedback are used in the senior high school classroom,but teachers prefer to adopt positive feedback 2.Teacher s' feedback has an impact on students' affection.Positive feedback is welcome by all students nearly,which is an encouragement for students and facilitates their learning.Negative feedback and no feedback can be accepted by students,except direct criticism.For criticism can frustrate students and make students anxious in the classroom.Some suggestions are put forward based on the research result.For the English teaching,teacher pays more attention to specific feedback according to individuals' needs instead of only using positive feedback.And in order to achieve the teaching goal and effectiveness of classroom,teacher adopts positive feedback scientifically instead of simple and direct positive feedback.Then students have to think highly of teacher s' feedback and reflect it actively so that they can be stimulated,facilitated and improved to learn English well.