Abstract
This paper takes Krashen’s Affective Filter Hypothesis and Humanism teaching methods as theoretical basis to investigate teachers’ positive feedback’s influence on students’ self-confidence, learning motivation and language anxiety. In this paper, classroom observation and recording, questionnaire and interview will be adapted to investigate the relationship between teachers’ positive feedback and students’ affect. This paper aims to discuss three questions: 1. What’s the present situation of positive feedback on English classes? 2. Whether different ranges of students should use different positive feedback strategies? 3. Whether teacher’s positive feedback can boost students to do better in learning English?
Keywords: positive feedback; students' affective factors; primary school English class; suggestions
Contents
Abstract
摘 要
1. Introduction-1
1.1 Background of the Study-1
1.2 Significance of the Study-1
2. Literature Review-1
2.1 Definition of Feedback-1
2.2 Definition of Positive Feedback-1
2.3 The Classification of Positive Feedback-1
2.4 Theoretical Basis-2
2.5 Researches at home and aboard-3
3. Methodology-4
3.1 Research Questions-4
3.2 Research Subjects-4
3.3 Research Instrument.-5
3.3.1 Questionnaire-5
3.3.2 Classroom Observation and Recording-5
3.3.3 Interview-5
3.4 Data Collection-6
4. Results and Discussion-7
4.1 Results and Analysis of Questionnaire 1and Classroom Observation-7
4.2 Results and Analysis of Questionnaire 2-8
4.3 Results and Analysis of Interview-9
4.4 Final Discussion-10
5. Conclusion-12
5.1 Possible Findings-12
5.2 Suggestions on Teachers’ Positive Feedback-12
5.3 Limitation-13
References-14
