A Research On The Correlation Between English Teachers' Verbal Feedbacks And English Learning Motivation Of The Students In Rural Junior Middle School

Under the condition of classroom environment, teacher plays a very important role in classroom teaching. These functions are embodied by teachers' behaviors. Teachers' classroom feedbacks can include action and language, while teachers' verbal feedbacks are important component of teachers' language. In the process of English classroom teaching in junior middle school, teachers' verbal feedbacks play an important role. It is not only a tool for whether teachers can execute teaching plan successfully or not, but also the major source for students to get comprehensible target language input. Besides, teachers' verbal feedbacks can promote the communication between teachers and students. It also can influence students' motivation.Recently, most researchers, at home and abroad, have done much more researches focusing on teacher talks and their corrective feedbacks and so on in class; but little attention is paid on the relationship between teachers' classroom verbal feedbacks and learners' motivation. Therefore, this thesis aims to do some probes into the relationship between teachers' verbal feedbacks and students' motivation. This thesis mainly deals with four questions:(1) What are the different types and features of teachers' verbal feedbacks in junior middle school English class? (2) In what aspect is the influence of English teachers' verbal feedbacks on rural students' learning motivation shown? (3) What's the correlation between English teachers' verbal feedbacks and rural students" learning motivation? (4) What kind of enlightenment can this correlation study give to English teaching?In order to address the questions, on the basis of B.F. Skinner's behaviorism theory, Garnar and Lambert's motivation theory, Lyster and Ranta's feedback theory, Brophy's teaching feedback classification, and Bandura's self-efficacy theory, questionnaire survey is conducted among 180 junior one students in two schools of Lipu county in Guilin, for getting quantitative data. The author gets the real corpus of teachers'verbal feedbacks in English teaching of junior middle schools through the recording done in class. Eight students are randomly chosen for face to face interview, which is to gain qualitative information. According to Brophy (1981), three different models of feedbacks analysis are adopted to discuss the data and information drawn from English classroom in junior middle schools. The three models refer to positive feedback, no feedback and negative feedback.The research results show that:(1) In this way, teachers use positive feedbacks more frequently, then there are no feedbacks, repetition to no feedback and negative feedbacks. The positive feedback is mechanical and lacks flexibility. Thus it has lower validity; But indirect negative feedbacks such as ignorance or directly telling answers to students appear frequently. (2) Teachers'different feedbacks would affect students'interest, anxiety, self-efficacy and attribution in English class in junior middle schools differently. Positive feedback can bring most positive impact to students. It can improve students' interest in learning English, reduce learning anxiety, increase self-efficacy and contribute to the correct attribution. But it is not very significantly different for individuals even though they have different features. As for negative feedback and no feedback, it is significantly different because of the influence of different individuals and individuals' acceptance. Some students think the negative feedback and no feedback will make them lose confidence in learning English, but other students are not. Students prefer detailed and objective feedbacks in class. They hope teachers can point out their advantages and disadvantages so as to foster strengths and circumvent weaknesses. (3) The degree of correlation between English teachers'verbal feedbacks and students'learning motivation for English are as follows:positive feedback is significantly correlated with student's learning interest. No feedback and negative feedback are highly related with interest in class; Teachers'negative feedback and no feedback to students'answer are highly significant correlated with students' learning anxiety. Students are eager to get positive feedback from teachers; Significant correlation between positive feedback and self-efficacy is of moderate level. Besides, no feedback and negative feedback are highly significant correlated with students' self-efficacy; The correlation coefficient between positive feedback and students' causal-attribution is at a moderate level. No feedback and negative feedback are highly related.According to the findings, some pedagogical implications are proposed to make teacher verbal feedbacks more effective in motivating learners. Teachers should improve their comprehensive qualities and grasp the psychological characteristics of junior middle school students and characteristics of English teaching in junior middle school. Besides, teachers should check the effectiveness of feedbacks regularly. When providing verbal feedbacks in class, they should take learners' individual differences into consideration, provide positive feedbacks scientifically and provide negative feedbacks cautiously. As learners, they should take teachers'verbal feedbacks seriously and positively.