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言语行为理论视域下高中英语课堂教师反馈语研究.docx

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言语行为理论视域下高中英语课堂教师反馈语研究 Title:AStudyonTeacherFeedbackinHighSchoolEnglishClassroomfromthePerspectiveofSpeechActTheory Abstract: ThispaperaimstoinvestigatetheroleofteacherfeedbackinhighschoolEnglishclassrooms,applyingthetheoreticalframeworkofSpeechActTheory.Thestudyexploreshowteacherfeedbackisperceivedbystudents,itsimpactonstudentlearningoutcomes,andthestrategiesteachersusetoprovideeffectivefeedback.Thefindingsemphasizethesignificanceofconstructivefeedbackinfosteringlanguagedevelopmentandstudentmotivation.Thepaperconcludesbysuggestingpracticalimplicationsforteacherstoimprovetheirfeedbackpracticesandmaximizestudentlearning. Keywords:speechacttheory,teacherfeedback,highschoolEnglishclassrooms,studentlearningoutcomes Introduction: InahighschoolEnglishclassroom,teacherfeedbackplaysacrucialroleinshapingstudents'languagelearningexperience.Communicationbetweenteachersandstudentsthroughfeedbackcaninfluencelearningoutcomes,motivation,andtheoveralllanguagedevelopmentofstudents.ThisstudyexaminesthesignificanceofteacherfeedbackinhighschoolEnglishclassroomsusingthetheoreticalframeworkofSpeechActTheory. I.TheoreticalBackground: A.SpeechActTheory: TheSpeechActTheory,developedbyJ.L.AustinandfurtherexpandedbyJ.R.Searle,focusesontheperformativenatureoflanguage.Itpositsthatutteranceshavenotonlydescriptivebutalsoaction-inducingfunctions,shapingtheintentionsandactionsoftheinterlocutors.Applyingthistheorytoteacherfeedbackintheclassroomallowsustoanalyzetheimpactofdifferentfeedbacktypesonstudentbehaviorandlearningoutcomes. II.PerceptionofTeacherFeedbackbyStudents: A.EffectivenessofFeedback: 1.Positivevs.NegativeFeedback:Thestudyexamineshowstudentsperceivepositiveandnegativefeedbackandtheirimpactonmotivationandachievements.Itinvestigateswhetherpositivefeedbackaloneissufficientorwhetherabalancedcombinationofpositiveandnegativefeedbackismoreeffective. 2.TimelinessofFeedback:Thestudyexamineshowthetimingoffeedbackaffectsstudents'comprehensionandapplicationoffeedbackprovidedbytheteacher. B.Emotiona