A Study On The Influences Of Teacher Feedback On Students’ Affect In Junior Middle School English Classroom

National English Curriculum Standards for Compulsory Education(2017)emphasizes student-centered classrooms in which teachers should pay more attention to stimulating students’ initiative and participation in the classroom.In the classroom,the teachers’ words and actions will have an impact on students’ language learning.Therefore,teacher talk,functioning as a medium of English teaching,becomes the focus of many researchers and scholars at home and abroad.Besides,teacher feedback is an important part of teacher talk,and it’s important in teacher-student interaction,knowledge,and affective input.In the domestic teaching,classroom is the primary site for junior middle school students to learn English,so teacher feedback in classroom makes a great difference to English teaching.However,due to various reasons like exam-oriented education,teachers still focus on teaching content in their teaching activities at present,and often ignore students’ affect,and thus seldom or completely ignore giving immediate and effective feedback based on students’ performance.By this,it is imperative to further strengthen the research of teacher feedback on students’ affect.Junior middle school students are in a critical period of affect.Therefore,large number of practices prove that the junior middle school time is an important time for the great changes of students’ improvement physically,psychologically,and mentally,and students in this stage pay more attention to teacher feedback.But the current studies on teacher feedback in China mainly pay attention to the college and senior high school students’ cognitive development and language acquisition.So,more studies are needed to investigate the influences of teacher feedback on the junior middle school students’ affect.This paper mainly uses methods of classroom observation(with video and recording),questionnaire,and interview to conduct research on English teacher’s classroom feedback in the junior middle school.And this study is expected to answer the questions:(1)What types of feedback do the teachers frequently give in junior middle school English classrooms?(2)What are the attitudes and preferences of students toward different types of teacher feedback in junior middle school English classrooms?(3)How does teacher feedback make a difference on students’ affect?To ensure the authenticity of the study,it adopts classroom observation of three English teachers in the target school by recordings and videos,and collects eighteen lessons recording data including reading and writing lesson,listening and speaking lesson,exercise review lesson.And then the author uses the method of discourse analysis to transcribe,analyze recordings,and studies deeply the affective influences of teacher feedback.And then questionnaire and interviews are employed to learn more about teachers and students’ subjective ideas on teacher feedback.On account of the results of the first study,and according to the needs of students,English teachers adjust the using of teacher feedback.And classroom observations and interviews are conducted again to understand the influences of the adjusted teacher feedback on students’ affect.Through this study,this paper draws the following conclusions.Firstly,teachers in the target school can understand the vital part of teacher feedback on students’ language learning.Secondly,at present,according to opinions of students and teachers towards teacher feedback,most of them reach an understanding of the importance of teacher feedback in English learning,and teachers are more likely to use positive feedback.Thirdly,teacher feedback has influences of students’ affect.In the actual English classroom,the teacher will give promptly and effectively feedback to activate the students’ interest in learning,thereby promoting students’ affect,at the same time,students’ learning efficiency will be increased.