A Survey On The Influence Of Teacher’s Classroom Corrective Feedback On Students’ English Learning Anxiety In Senior High School

In today’s English classroom teaching,students’ emotional attitude as a new course objective attracted great attention.And the anxiety of emotional attitude is attracting more and more attention.Classroom anxiety has a great influence on learners.Among the various factors causing classroom anxiety,teachers are also an important factor besides learners’ own factors.Teachers are the main implementer in classroom learning,and teachers will have a certain impact on students’ English learning anxiety.Therefore,this thesis mainly discusses the overall application of teachers’ corrective feedback in senior high school English classroom through investigation,and analyzes the different effects of different types of corrective feedback on students with different anxiety groups,and puts forward the relevant suggestions.Based on the affective filter hypothesis and interaction theory,this thesis explores the relationship between English learning anxiety and teachers’ corrective feedback of 273 senior one students in M city No.3 senior high school by combining classroom observation,questionnaire and interview.This thesis aims to study the following two questions:1.What is the current situation of teacher’s corrective feedback in senior one English classroom?2.What are the different influences of the teachers’ corrective feedback on the anxiety of students from different anxiety groups?The research findings:(1)According to the results of classroom observation and two multiple choices in questionnaire II,it can be found that explicit correction is the most commonly used,followed by recast,elicitation,metalinguistic feedback and repetition,and clarification request is the least.In the voice and intonation,vocabulary and grammar errors,explicit correction and recast are the most frequently employed,and clarification request is the least employed.Explicit correction is the most commonly used and repetition is the least used in the pragmatic errors.(2)Through the analysis of questionnaire and interview,it can be found that recast and explicit correction are the most influential in the high anxiety group,and followed by metalinguistic feedback,repetition and elicitation.Clarification request has the least impact on students and is acceptable to more students.In the medium anxiety group,recast and metalinguistic feedback are the most influential,followed by explicit correction and elicitation.Repetition and clarification request have small impact on students and some students believe that repetition and clarification request have a positive influence.In the low anxiety group,metalinguistic feedback and recast are the most influential,followed by explicit correction,clarification request,elicitation and repetition.Most students think that elicitation and repetition can help to achieve the best learning effect.(3)According to comparative analysis of the influence of kinds of corrective feedback on three anxiety groups.For the three groups of students,the effect of explicit correction and recast on their anxiety is similar,compared with other kinds of corrective feedback within their own groups,but the anxiety difference is distinctive greatly.Elicitation causes little difference in students’ anxiety and has similar anxiety effect in three anxiety group.The effect of clarification request on students’ anxiety is similar,but clarification request compared with other corrective feedback,the influence on the students of high anxiety group is greater,and the effect on students in medium anxiety group is the least.The influence of repetition is consistent with the anxiety characteristics of students.The higher the anxiety degree of students,the more anxious they will be to react to repetition.The influence of metalinguistic feedback is opposite to the anxiety level of students,but the degree of influence is basically similar in the groups of medium and low anxiety.Based on the above survey,this study puts forward suggestions on how apply teachers’ corrective feedback to reduce senior high school students’ English classroom learning anxiety,and outlines the shortcomings and prospects of this study.