Investigation On Effects Of English Teachers' Classroom Oral Feedback On Students' Learning Motivation In Senior High School

In the research of classroom teaching,teachers' oral feedback,as an important component in classroom interaction,has drawn more and more attention from researchers at home and abroad.The form and content of teacher's oral feedback will directly affect the students' emotions,causing changes in students' motivation,self-confidence and anxiety,which will affect the formation of students' learning motivation.After making literature review,we can find that researchers at home and abroad focus less on the effects of teachers' classroom oral feedback to students' learning motivation in English teaching research.This research is based on Gardner and Lambert's motivation theory,Krashen's input hypothesis theory and Long's interactive hypothesis theory,taking the real high school English classroom as a situation and using the means of classroom observation,questionnaire and interview.Also,this research does a observation and research according to the current situation of teachers' classroom oral feedback and the effect of teachers' classroom oral feedback on students' motivation to answer the following two questions:(1)What is the current situation of English teachers' classroom oral feedback in senior high school?(2)What is the current situation of high school students' English learning motivation? What is the impact of different types of teachers' classroom oral feedback on students' English learning motivation?After data statistics of classroom observation,this research finds that simple feedback plays an important part in teachers' oral feedback of senior high school English classroom and the feedback content is mainly based on praise and positive content.More simple feedbacks are used than elaborated feedbacks and more positive feedbacks are provided than negative feedbacks.Through the data collection and analyze of questionnaire and interview,this research finds that the impact of deep motivation of high school students' English learning is greater than surface motivation.In general,English learning interest is an important part of the deep learning motivation and in surface learning motivation,the choices like learning English for finding a good job or going abroad for further study plays an significant role in the English learning of high school students;Most of the high school students believe that positive teachers' classroom oral feedback can enhance their motivation in learning English,and elaborated positive feedback has more obvious effect than simple positive feedback.Most students believe that simple negative feedback has a negative impact on their English learning motivation.Most students think that elaborated negative feedback will not decrease their motivation in learning English.They do believe that the simple negative feedback has a greater negative impact on English learning motivation.Based on the those findings,this thesis believe that the learning English motivation of high school students in English teaching should be enhanced: When High school English teachers provide classroom oral feedback,they should take students' different personalities and psychological characteristics into consideration,on one hand,teachers should provide positive feedback scientifically and provide negative feedback cautiously.On the other hand,they should improve their ability and comprehensive quality and check the efficiency of feedback regularly.At the same time,teachers' classroom oral feedback need to be taken seriously and positively.