A Study On The Effect Of English Teachers' Feedback On Students' Learning Affection In Senior High School Classroom

Practice has shown that successful English teaching depends on the effectiveness of teachers' talk.Teacher feedback,as a significant part of teacher talk,is not only a communication bridge between teachers and students,but an important factor in influencing students' leaning affection.After consulting the relevant literature,the author finds that so far,domestic researches in this area mainly focus on college or junior middle school,and many researchers mainly pay attention to how teacher feedback influences learners' language input and output or the types of classroom feedback.But little attention is paid on the relationship between teachers' classroom feedback and learners' learning affection.Based on Krashen's Second Language Acquisition Theory and Bandura's Self-efficacy Theory,the author adopts the classification of Nunan to divide teacher into positive feedback and negative feedback,tries to explore the specific types of impact of teacher's feedback on students' learning affection and the attitudes of teachers and students toward teacher feedback in order to obtain some pedagogical implications.By using the methods of questionnaires,observation and interview,the author analyzes the date and finds the results that the senior teachers tend to adopt positive feedback and various feedback strategies to give feedback.Actually,teacher's different feedback would affect learners' affection factors in English class in senior high schools differently.Finally,according to the research results and considering the situation of English teaching in senior high schools nowadays,the research obtains some meaningful pedagogical implications.Firstly,various strategies of feedback should be used in the English teaching classroom.Secondly,teachers should give objective,pertinent and detailed feedback rather than simple feedback.Thirdly,teachers should take actions to reflect on their own teacher classroom feedback.