1. Introduction
1.1 Research Background
At present, China is calling for quality education which claims that teachers atschool should center on whole-person development and adopt scientific approach to fullyfulfill one's potential and enhance one's all-round qualities. This goal implies profoundhumanistic tendency and reflects the basic direction of modem education reform. Putanother way, equal emphasis should be laid on both physical and psychological aspectsof learners. According to a survey conducted on more than 10,000 university students inNanchang, it is found that two thirds of them lack emotional care and understanding fromtheir teachers. Therefore, not only should our teaching reform be restricted to cognition,but also pay attention to affective factors. Affect，known a prominent non-cognitivefactor in teaching, is the tie of the communication between teachers and students.Nonetheless, the current college English teaching in China places more value onstudents' cognitive factors than on affective ones. It should be noted that comparativelyfew studies have been done on affective factors in foreign language acquisition.Therefore, this thesis attempts to explore the features of college English teachers'classroom feedback and its effects on learner's affect with the object to facilitatestudents, learning and to improve teaching efficiency.
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1.2 Purpose and Significance
Teachers' feedback, to some extent, may affect students' learning. The proper use ofteachers' feedback can trigger the interest of students in learning while improperfeedback will discourage students. Hence，the research on teachers' feedback and itsinfluence on learners’ affect is quite essential to second language acquisitionThe purposes of the present thesis are to generalize the characteristics of collegeEnglish teachers' feedback in classroom, to observe how different types of teachers'feedback influence learners' affective factors, and to supply college English teachers withseveral suggestions to make their teaching more effective.From theoretical perspective, this study also has some significance. By means ofstudying the relationship between teachers' feedback techniques and learners' affect, itmay be of great value for researchers who show interest in how to improve teachingefficiency in class. Therefore, not only is this study beneficial for college Englishteachers to use their feedback appropriately and effectively, it is also helpful as to how toenhance teaching effectiveness in class.
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2. Literature Review
2.1 The Definition of Feedback
Many researchers have attached great importance to teachers' feedback related tostudents' learning and there are many different definitions of this term.Feedback refers to the information provided by teachers on the reception andcomprehension of messages from students in classroom teaching (Ellis，1994).Jens Allwood (1993) claims that "Very briefly, the term feedback refers to the givingor eliciting of information concerning contact, perception, understanding and attitude byregularized linguistic means, whether or not this is done by a speaker in or our of turn".Carlon (1979) argues feedback is "authoritative information students receive thatreinforces or modifies responses to instruction and guides them more efficiently inattaining the goal of the course".Wiseman & Hunt (2001) define the term that "teachers' feedback is to give studentsan oral or written form of information in order to enable students to understand the levelof their learning process，,. Likewise, Penny Ur (2000) considers feedback as"information that is given to the learner about his or her performance of a learning task,usually with the objective of improving his performance".In EFL situations, feedback is defined by Lalande (1982) as "any procedure used toinform a learner where an instructional response is right or wrong". In a real context，Stemler (1997) has pointed out that "Feedback can be defined as output usually displayedon a screen to tell students how successfully they have been in solving problems or toprovide information about the quality of how their response to a test-like event is，,.From the above definitions, feedback can be defined as the response of the teacherto students' performance with the aim to motivate students' learning. Generally speaking,the response of the teacher to the student includes verbal form and non-verbal form.Verbal feedback refers to anything the teacher says after the student answers a certainquestion while non-verbal feedback means the teacher uses his or her eye-contact, smileand body language and so forth to show his or her agreement or disagree with the answergiven by the student. However, feedback in the present study is only narrowed toteachers，verbal feedback on students' initiative with the objective to summarize theexcellent teacher feedback and to learn the influence of teachers' different feedback onstudents' learning.
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2.2 The Classification of Feedback
Feedback can be classified into positive and negative feedback. Positive feedback isusually considered as a positively rewarding statement in response to students' action orrepetition of the students' correct response，while negative feedback refers to theteachers, correction or repetition of students' mistakes (TSui, 1995). Nunan (1991)argues that positive feedback is much more effective than negative feedback inimproving students' learning behaviour because when teachers provide positive feedback,they could not only make students know that they have performed correctly，but alsoincrease their learning motivation through praises.Teachers' positive feedback refers to the response of the teacher to the students withthe object to show appreciation, agreement and support. Negative feedback is also calledcorrective feedback. It is provided in response to learners' wrong language production.ltmainly includes teachers' strong criticism, disagreement, disappointment, interruptionand direct correction of the mistake (孙燕青，2005).Positive feedback refers to teachers expressing their appreciation and affirmation forlearners' performances,such as “good”，"That's right.”，"excellent", etc. By contrast，negative feedback refers to teachers expressing doubts or disagrees with the learners'speech in the class. A Chinese Scholar Zhao Xiaohong (1998) suggests that negativefeedback includes (1) teachers’ ignorance of students' response; (2) criticism such as"You're wrong.，，，“no，，，“nonsense”，"Fm so disappointed.，，，"Can't you understand?,，and so on; (3) correction of students' mistakes.
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3. Theoretical basis........ 10
3.1 Humanistic education theoiy....... 10
3.2 Krashen's affective filter hypothesis .......10
3.3 Affective factors in language learning .......12
3.3.1 Motivation .......12
3.3.2 Anxiety ....... 12
3.3.3 Self-confidenc.......e 13
3.4 Summary .......13
4. Methodology .......15
4.1 Research questions....... 15
4.2 Research subjects....... 15
4.3 Research instruments....... 15
4.4 Research procedures....... 17
4.5 Data collection .......17
5, Data Analysis and findings....... 18
5.1 Data analysis .......18
5.1.1 Classroom observation analysis....... 18
5.1.2 Analysis of questionnaire....... 19
5.1.3 Interview analysis....... 21
5.2 Findings....... 22
5. Data Analysis and Findings
5.1 Data Analysis
The effectiveness and reliability of a research is largely determined by the quality ofdata acquisition and data analysis. The data used for this study include three parts. Thefirst part is the analysis of the classroom observation, the second part is the analysis ofquestionnaires，and the last part is the analysis of interview of the teacher and thestudents separately. It is evident from the above statistics that the teacher properly used different typesof teachers' feedback in college English classroom. In all classes, teachers' simpleapproval (31%) is the one that was employed most by the teacher as opposed to othertypes of teachers' feedback，which indicates that simple approval is the first choice of theteacher even though it is not the most effective verbal feedback since it can not supplythe students with more information or comments about their answers.
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Conclusion
From the analysis of the data gathered from classroom observation, interviews andquestionnaire, the results of the research questions are found in this paper. The majorfindings gained from the investigation are listed in the following：Firstly, teachers' feedback in college English classroom is generally categorized intotwo types: positive feedback and negative feedback. The former includes simple approval(or praise), encouragement and expressing thanks whereas the latter consists of indirectcorrection, direct correction and criticism. Apart from these verbal feedback，teachers'non-verbal feedback, such as smile，eye contact and nodding，plays a crucial part in theclassroom setting, too.Secondly, it is found that various kinds of teachers' feedback are used during oneclass rather than merely a certain type and that positive feedback is used enormouslymore than negative feedback.Thirdly, nearly all the students look forward to positive feedback and dislikenegative feedback. Besides, they hope to be encouraged and praised by their teacher asmuch as possible. With regard to language errors, they welcome indirect correction ratherthan direct correction or criticism.Finally，while positive feedback stimulates students’ interest in learning, enhancestheir motivation and builds up their self-confidence, negative feedback may make themfeel embarrassed, frustrated, discouraged or even depressed.
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