A Study On The Effects Of Teachers’ Corrective Feedback On Secondary Vocational Students’ English Learning Anxiety

As one of the most significant affective variables,anxiety has an impact on second language acquisition.Learners will inevitably make mistakes in the process of acquisition,and teachers are the primary implementers of the teaching process,whose corrective feedback will affect students’ anxiety.It includes explicit feedback and implicit feedback.The explicit correction and metalinguistic clues are explicit corrective feedback,while elicitation,clarification requests,repetition,and recasts are implicit corrective feedback.In numerous studies related to foreign language learning anxiety and corrective feedback,there are few studies on the relationship between them from the angles of explicit and implicit corrective feedback,especially selecting secondary vocational students as the participants.Therefore,through the application of the affective filter hypothesis and interaction hypothesis,this study takes 249 11 th grade students in a secondary vocational school in Zhuzhou as the participants and adopts two questionnaire surveys and student interviews,with the purpose of exploring the following four issues: 1)What is the status quo of the English learning anxiety of secondary vocational students? 2)What are the differences in the effects of explicit and implicit corrective feedback on secondary vocational students ’ English learning anxiety? 3)What are the effects of teachers’ explicit corrective feedback on the English learning anxiety of secondary vocational students? 4)What are the effects of teachers’ implicit corrective feedback on the English learning anxiety of secondary vocational students?The research shows that:(1)Secondary vocational students have a high degree of English learning anxiety.There are 59.04% of s tudents with medium anxiety,22.89% of students with high anxiety,and 18.07% of students with low anxiety.(2)Explicit corrective feedback has a greater impact on secondary vocational students’ anxiety than implicit corrective feedback.(3)Explicit corrective feedback has a significant positive effect on secondary vocational students’ anxiety.The explicit correction has a great impact on students with medium and high anxiety,and a small impact on students with low anxiety.The effect of metalinguistic clues is relatively great for three anxiety groups.(3)Implicit corrective feedback has a significant positive effect on secondary vocational students’ anxiety,but the extent of the effect varies for each type.Repetition and clarification requests ha ve a significant positive effect on their anxiety,whereas recasts and elicitation don’t affect their anxiety significantly or don’t bring them anxiety.Students with medium anxiety and high anxiety are more influenced by repetition and clarification requests,but less influenced by recasts and elicitation.Low-anxiety students are comparatively less affected by all of them,and the degree of impact on their anxiety is in descending order : recasts,clarification requests,repetition,and elicitation.This thesis hopes to help teachers to use corrective feedback reasonably to alleviate secondary vocational students ’ English learning anxiety and improve classroom teaching,as well as provide a reference for future research.