The Influence Of Teachers’ Classroom Corrective Feedback On Students’ English Learning Anxiety In Junior High School

More and more attention has been paid to learners’ affective factors in educational circle.The humanistic view holds that affective factors are the most dynamic internal factors of foreign language learners.Language acquisition can not be achieved without interaction,and anxiety,as one of the affective factors affecting language learning,can not change the path of Second Language Acquisition(SLA),but will directly affect language learning efficiency.Taking teacher-student interaction in English classroom as the starting point,this thesis focuses on learners’ anxiety levels and explores the effects of teacher’s corrective feedback on learners’ English learning anxiety(ELA).Based on the interaction hypothesis and the affective filter hypothesis,this thesis investigated 225 students in a junior high school in Yueyang City,China,by combining classroom observation,questionnaires and semi-structured interviews,conducting a survey on the effects of corrective feedback on ELA.This paper aims to explore the following two issues:1.What are the effects of different types of corrective feedback on students’ ELA?2.What are students’ perceptions about different types of corrective feedback?The results show that:(1)On the whole,“metalinguistic feedback” have the most effect on ELA,while the “recast” and “elicitation” in “prompt” have the least.In both low and medium anxiety groups,“metalinguistic feedback” has the most effect on ELA.In high-anxiety group,“clarification request” in “prompt” has the greatest impact on ELA.“Metalinguistic feedback” in“prompt” has the greatest impact on ELA of seventh-grade,eighth-grade and ninth-grade.(2)Most of the students from low-anxiety group prefer “elicitation”,and more than half of the students from medium-anxiety group prefer “elicitation” and “recast”,more than half of the students in high-anxiety group prefer “explicit correction” and “elicitation”.“Elicitation” is the most popular type between seventh and eighth grades,and “recast” is the most popular one in ninth grade.Based on the above findings,teachers should correct errors according to different grades and anxiety levels.For students from seventh-grade and eighth-grade,teachers should give priority to“elicitation” in error correction.For students from ninth-grade,teachers prioritize “recast” in error correction.For students with low and medium anxiety levels,teachers should give priority to“elicitation” and avoid using “metalinguistic feedback” in error correction.For students with high anxiety level,teachers should give priority to “elicitation” and “recast”,and avoid using“clarification request” in error correction.The results of this study are useful to guide the application of corrective feedback in English teaching in junior high school.