Abstract:Since the 1970s, due to the development of humanistic psychology and the exploration of the second language acquisition, the way the learner learns has become the focus of English learning and teaching. More and more teachers and researchers attach great importance to students’ affective varibles. As one of the key affective factors, foreign language learning anxiety has exerted great influence on language learning efficiency. Undoubtedly, it plays an indispensable role in students’ English learning. Most studies show that too high or too low anxiety will have a negative effect on students’ language acquisition, only the moderate anxiety can facilitate langugage acquisition.
In China, most of English learning is conducted in the classroom. Students’ anxiety are related to all kinds of factors in the classroom to some extent. English teacher, as the principal factor in classroom teaching, their improper ways of providing feedback would definitely influence students’ anxiety and thus impact their normal language acquisition. However, the researches on the situation of students’ anxiety from teachers’ perspective are relatively less. Therefore, the present study tries to fill in the gap. The conceptual framework of this paper is formed under the influence of humanistic education and second language acquistion. Based on these theories, a case study is designed which aims at examining the impact of teachers’ oral feedback on students’ anxiety .
Key words: English class; teachers’ oral feedback; students’ anxiety
摘要:20世纪60年代，随着人文主义心理学和二语习得理论的深入研究，学生的学习方式成为了英语教学中的焦点。越来越多的研究者们关注情感因素对语言习得的影响。外语学习焦虑作为情感的重要因素之一，对语言习得的有效性产生巨大作用。毫无疑问，它对学生的课堂英语学习的影响力也是不容忽视的。以往研究表明，焦虑过高或过低都对学生英语习得带来不良影响，而只有适度的焦虑才能促进学生英语习得。
在中国大多数的英语习得都是在课堂内进行的。课堂上各种因素都对学生的焦虑产生或多或少的影响。而英语教师作为课堂上的主要因素，其不当的反馈方式是学生产生焦虑的主要因素之一。以前的研究很少从教师角度去分析学生焦虑产生的原因。为了弥补这个不足，本文以人文主义理论和二语习得理论为基础，从教师课堂反馈来研究其对学生焦虑的影响。
关键词：英语课堂； 教师反馈； 学生焦虑
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