A Study Of The Effects Of Teachers' Verbal Feedback On Art And Sports Students' Self-efficacy In Senior High School English Classroom

Teachers' verbal feedback,which refers to the teachers' response in the English classroom based on the students' answers,including affirmation,correction,recast,theme supplement,meaning negotiation and the like,plays a crucial role in English classroom teaching.Well-designed teachers' feedback can make the most of the classroom interaction and make real learning happen.Reasonable teachers' verbal feedback can not only provide comprehensible language input for learners,which greatly initiate and elicit classroom interaction,but also enhance learners' interest in the course to a certain extent,which is conducive to improving students' self-efficacy.However,the research on teachers' verbal feedback in our country is not enough at present,especially on the influence of the verbal feedback on the self-efficacy of art and sports students.In view of this,this thesis attempts to conduct a preliminary study on teachers' verbal feedback in English classroom teaching of art and sports students at senior high school,aiming at exploring the influence of teachers' verbal feedback on self-efficacy of this group of learners.The research of teachers' verbal feedback of the art and sports senior high school English teaching has certain theoretical and practical significance.Based on Krashen's Comprehensible Input Hypothesis,Affective Filter Hypothesis,and Long's Interaction Hypothesis,this thesis tries to have a probe intothe following issues: 1)What are the major kinds of teachers' verbal feedback as for the art and sports senior high school English teaching? 2)What's the level of art and sports students' self-efficacy in English learning? 3)What are the effects of art and sports senior high school English teachers' verbal feedback on learners' self-efficacy?This thesis takes an art and sports senior high school in Chengdu,Sichuan Province as an example.Four teachers and 185 students in the first grade are selected as research objects.Statistics get gathered with the help of classroom observations,questionnaires,and interviews.The obtained data are calculated and analyzed with Excel and SPSS statistics software.The study finds that in the English classroom of art and sports senior high school,teachers' verbal feedback contains mainly direct affirmation and explicit correction,while other types of verbal feedback are used less often.Through the analysis of data obtained from student questionnaires and interviews,on the one hand,it is known that students believe that teachers' verbal feedback is extremely important in English classroom.Most students like feedback that is more diverse and specific rather than general positive ones.On the other hand,by analyzing data obtained from questionnaires,self-efficacy of art and sports students is relatively low,and there is a significant connection of self-efficacy and their academic performance.Through the analysis of the collected data,there is also a significant relationship between teachers' verbal feedback and learners' self-efficacy.Based on this research,the author puts forward some suggestions to improve students' self-efficacy: English teachers are better advised to study systematically the related theoretical information of teachers' feedback,attach importance to the variety of feedback and apply various kinds of feedback scientifically and reasonably;pay attention to individual differences and teach students in accordance with their aptitude,and check the effectiveness of the verbal feedback frequently.