摘 要

随着世界全球化的发展，英语成为各国间紧密交流的主要语言之一。因此，我国相关部门对英语教育事业提出了更高的要求。国内学生学习英语主要是在课堂上，影响学生学习的因素有很多，课堂反馈语是其中之一。课堂反馈不仅是评估学生在课堂上表现的重要方法，而且还是学生目标语言的重要组成部分。它们不仅影响学生的目标语言输出，而且还极大地影响学生的学习情感和动机，然后影响学习效果。因此，教师课堂反馈语的研究非常重要。

本研究以吉林省吉林市某中学的23名教师和200名学生为研究对象。本文参照Nunan、Lyster和Ranta的分类方法，将教师课堂反馈语分为积极反馈语和消极反馈语。积极反馈语分为简单表扬，引发性表扬，有附加语的表扬。消极反馈语分为直接纠错、重述、澄清、元语言反馈、启发和重复。本文的理论基础是克拉申的情感过滤假说和班杜拉的自我效能感理论，在研究的过程中，运用了课堂观察法、问卷调查法和访谈法等方法。本文主要研究的两个问题是：高中英语教师课堂反馈语实施现状如何？高中英语教师课堂反馈语对学生学习情感产生怎样的影响？研究发现高中英语教师课堂反馈语过于简单笼统，缺乏创新；教师倾向于使用简单反馈语以节省时间，但却跟不上学生的学习发展要求。教师在课堂反馈语方面未经过系统化的学习，对课堂反馈语会对学生学习情感造成影响这一问题的重视度不够。不当的课堂反馈语会造成学生紧张、恐惧、焦虑等情感。针对上述调查结果，笔者对一线教师课堂反馈语的应用提出相应的建议：科学运用课堂反馈语，使用课堂反馈语多样化；提高课堂反馈语质量，帮助学生拓展知识；正确掌握学生心理，提高学习兴趣；深入学习课堂反馈语知识，做好反思总结工作。

本论文一共五个章节: 分别是引言、文献综述、高中英语教师课堂反馈语对学生学习情感影响的调查研究、研究结果的分析与讨论、研究结论。引言包括研究背景、目的、意义以及论文的基本框架。文献综述分为三个部分，分别是概念界定、理论基础和国内外研究现状。第三章包括研究问题、对象、工具以及调查过程。第四章是对研究结果进行分析与讨论。第五章是总结研究结论，提出教学启示和研究的局限性，并对未来的研究进行展望。

关键词：高中英语教学 课堂反馈语 学习情感

Abstract

With the development of the forces of globalization,English became the main language of communication enabling countries closely. Therefore, the relevant departments of our country put forward higher requirements for English education. There are many factors that affect student’s learning.One of the main factors is feedback in the classroom, especially for domestic students.Classroom’s feedback is not only an important way to evaluate student performance in the classroom but also a large part of the students' target language. This will not only affects students’ output of the target language, but also affects the students’ learning emotion and motivation. Thus, it affecting the learning efficiency.It is very important to students.This study took 23 teachers and 200 students from a middleschool in Jilin City, Jilin Province as the research object. Based on the classification of Nunan, Lyster and Ranta,this paper divides teacher feedback into positive feedback and negative feedback. Positive feedback can be further divided into simple praise, evocative praise and praise with additional words. Negative feedback includes direct error correction, restatement,clarification, metalinguistic feedback, elicitation and repetition. Based on Krashen's Affective Filter Hypothesis and Bandura's self-efficacy theory,this paper used classroom observation, questionnaire and interview methods to carry out the research. This paper mainly studies two questions: What is the current situation of the implementation of classroom feedback of senior high school English teachers? What is the effect of classroom feedback on students' learning emotion?It is found that the classroom feedback of high school English teachers is too simple and general.Teachers tend to use simple feedback to save time,but they can't keep up with students' learning requirements. Most teachers haven’t systematically studied classroom feedback,and do not pay enough attention to the impact of classroom feedback on students' learning emotions. Inappropriate classroom feedback can cause students' tension, fear, anxiety and other emotions.Through the investigation and analysis,this paper put forward some suggestions on Teachers' classroom feedback for the reference of front-line teachers：Teachers should scientifically use classroom feedback and diversify it. Improving the quality of classroom feedback and helping students expand their knowledge are necessary. Teachers need to correctly grasp students' psychology and improve their interest in learning.Teachers should deeply study the knowledge of classroom feedback and do a good job of reflection and summary.

There are five chapters in this paper: introduction,literature review,investigation on the influence of English teachers’ classroom feedback on students’ learning affection in senior high

school, analysis and discussion of research results, and research conclusions.The introduction includes the research background,purpose, significance, and the basic framework of this paper. The literature review is divided into three parts,namely the definition of the concept, the theoretical basis and the current research status at home and abroad. The third chapter includes research questions, objects, tools and investigation process.The fourth chapter is to analyze and discuss the research results.The fifth chapter is to summarize the research conclusions,putting forward the teaching enlightenment and the limitations of the research, and look forward to the future research.

Key words: High School English Teaching; Classroom Feedback; Learning Emotion