科技的發(fā)展提升了全球一體化的進程,英語仍然占據(jù)著全球通用語的地位。因此,不管是對個人還是對社會的發(fā)展而言,精通英語都發(fā)揮著重要作用。根據(jù)新的英語課程標準(2017),情緒態(tài)度是課程目標之一。這表明在英語教學(xué)過程中,學(xué)生的情感態(tài)度成為影響課堂因素的重要指標。學(xué)生的學(xué)習(xí)動機是他們情緒態(tài)度的重要組成部分之一。因此,教師應(yīng)繼續(xù)激發(fā)和加強學(xué)生對英語的學(xué)習(xí)興趣,并逐步引導(dǎo)他們形成穩(wěn)定的興趣,使他們建立自信。高中階段是學(xué)生積累知識的重要階段,學(xué)生會在這一時期打下良好的英語學(xué)習(xí)基礎(chǔ)。老師的言語反饋對提升學(xué)生的學(xué)習(xí)興趣意義非凡。本文主要以教師的言語反饋對學(xué)生的學(xué)習(xí)動機的影響為主要內(nèi)容,觀察不同的教師言語策略對學(xué)習(xí)動機的影響。言語反饋理論最早起源于美國,Sinclair&Coulthard(1975)將教師反饋語定義為“課堂話語分析交流I-R-F系統(tǒng)中的第三種運動,其中,Ⅰ代表interaction;R代表reflection;F代表feedback,即第一評價性評論”。本文的新意在于通過對教師在課堂上的言語反饋的統(tǒng)計,以及學(xué)習(xí)動機量表,測量言語反饋對學(xué)習(xí)動機的影響。本文主要采用課堂觀察、學(xué)生問卷...

【文章頁數(shù)】：88 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Purpose of the Research
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Teachers' Verbal Feedback
        2.1.1 Definition of Teachers' Verbal Feedback
        2.1.2 Classification of Teacher's Verbal Feedback
        2.1.3 The Functions of Teachers' Verbal Feedback
    2.2 Learning Motivation
        2.2.1 The Definition of Learning Motivation
        2.2.2 The Types of Learning Motivation
        2.2.3 Factors Affecting Students' Learning Motivation
    2.3 Previous Studies Abroad and at Home
        2.3.1 Previous Studies of effects of Teachers' Verbal Feedback on Students'Learning Motivation Abroad
        2.3.2 Previous Studies of effects of Teachers' Verbal Feedback on Students'Learning Motivation at Home
    2.4 Theoretical Basis
        2.4.1 Krashen's Input Hypothesis
        2.4.2 Swain's Output Hypothesis
        2.4.3 Long's Interaction Hypothesis
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Classroom Observation and Audio-recording
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research Procedures
    3.5 Data Collection and Data Analysis
Chapter Four Results and Discussions
    4.1 The Proportion of different Types of Teachers' Verbal Feedback
    4.2 Students' Attitudes and Preferences to Different Types of Teachers' VerbalFeedback
        4.2.1 The Student's Attitude and Preferences to the Positive Verbal Feedback29
        4.2.2 The Students' Attitude and Preferences to the Negative Verbal Feedback32
    4.3 Influences of Different Teachers' Verbal Feedback Types and FeedbackStrategies on Students' Learning Motivation
        4.3.1 Influences of Different Teachers' Verbal Feedback Types on Students'Learning Motivation
        4.3.2 Influences of Different Teachers' Verbal Feedback Strategies onStudents' Learning Motivation
    4.4 Strategies of Teacher's Verbal Feedback to Improve English LearningMotivation of High School Students
        4.4.1 Adopting the Different Verbal Feedback Related to Students' Goals
        4.4.2 Adjusting for Different Types of Teachers' Verbal Feedback forDifferent Learners
        4.4.3 The Feedback Content and Form of the Teacher are Rich
        4.4.4 Teachers' Verbal Feedback is Clear
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implication
    5.3 Limitations and Suggestions for Further Study
Bibliography
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
Acknowledgements



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