A Study Of The Influence Of Teachers’Corrective Feedback On Senior High School Students’English Learning Motivation In English Classes

Learning motivation is the driving force to maintain students’ learning,and the increase of learning motivation is beneficial to the improvement of learning efficiency.However,in the process of language learning,students’ making errors is inevitable,and making errors has the influence on the stimulation of students’ learning motivation.Thus,how to deal with students’ errors appropriately to motivate students to learn is important for teachers.Teachers’ corrective feedback,as an important teaching method,is helpful for students’ to treat errors correctly,increase learning motivation and keep learning.Therefore,the influence of teachers’ corrective feedback on students’ learning motivation deserves great attention.Based on the affective filter hypothesis theory and reinforcement theory,this study explores the influence of teachers’ corrective feedback on senior high school students’ intrinsic and extrinsic English learning motivation from four aspects:content,time,subject and method of corrective feedback,mainly studying the following two questions:(1)What is the current situation of teachers’ use of corrective feedback in seniorhigh school English classes?(2)What is the influence of teachers’ use of corrective feedback from content,time,subject and method of corrective feedback these four aspects on students’English learning motivation in senior high school English classes?This study selects 3 English teachers and 169 students taught by these three teachers in grade 10 in Tianshui No.1 Senior High School as research subjects,applies classroom observation,questionnaire and interview to collect data and uses Excel and SPSS 21.0 to analyze the collected data.Through the classroom observation,the frequency and distribution of three English teachers’ use of corrective feedback in classes are recorded,and current situation of teachers’ use of corrective feedback are concluded.Through the questionnaire,correlations betweenteachers’ corrective feedback and students’ intrinsic and extrinsic English learning motivation are analyzed.Then through the interview,the specific influence of teachers’ corrective feedback on students’ intrinsic and extrinsic English learning motivation is investigated.The results show: Teachers can’t give appropriate corrective feedback to meet students’ needs.There are significant positive correlations between teachers’ corrective feedback and students’ intrinsic and extrinsic English learning motivation;there are no direct correlations between content of corrective feedback and students’ intrinsic and extrinsic English learning motivation;interruption to correct errors is not conducive to the increase of students’ intrinsic and extrinsic English learning motivation,and students tend to no-interruption to error correction;teacher correction and self-correction both have a positive influence on students’ intrinsic and extrinsic English learning motivation;different methods of corrective feedback influence students’ intrinsic and extrinsic English learning motivation differently.According to the results of the study,three suggestions are put forward for teachers to use corrective feedback: first,teachers should pay attention to students’ individual differences and teach students according to their aptitude;second,teachers should combine the advantages of different aspects of corrective feedback and make best use of the advantages and bypass the disadvantages;third,teachers should combine verbal and non-verbal corrective feedback and complement each other.