Abstract:In the past, the research about classroom feedback focused on teachers’ action research or classroom discourse, but rare classroom feedback research focused on students. Classroom feedback is an important element to explain language learners’ learning effect. Therefore, this study attempts to explore the influence of feedback on students. 

　　　The conceptual framework of this paper has been formed under the influence of humanistic education, second language acquisition and interaction hypothesis theories. Based on these theories, the study is designed to examine whether and how students’ feedback can impact on their learning effect. In this study, class observation and questionnaire are used to investigate the current situation of college English majors’ feedback, and in order to obtain more information, some students are interviewed. It shows that students’ classroom feedback has great impact on their emotion and learning effect in college English learning at the same time. It is found that most superior students prefer positive feedback to negative feedback, but there is a gap between the function of positive feedback and the actual situation in class. Suggestions are given to help college English majors to be aware of this gap and adjust their feedback so as to stimulate positive emotion in learning and improve learning effect.

Key words: English learning; classroom feedback; learning effect; emotion

摘要:过去，有关课堂反馈的研究主要集中在教师的行为和话语分析，很少从学生的角度分析课堂反馈的影响。课堂反馈是反映学生学习效果的重要因素。因此，本文尝试研究不同种类的课堂反馈对学生学习的具体影响。

　　　基于人本主义教学、二语习得理论和互动假说理论，本文的主要目的是研究学生课堂反馈是否对学习效果产生影响，以及这是如何影响的。在本次研究中，通过问卷和课堂观察调查目前大学英语专业学生课堂反馈的使用情况，然后选取部分学生进行访谈一获取更多的信息。研究表明学生课堂反馈同时对情感和学习效果会产生很大的影响，优等生在课堂上更倾向于积极的反馈。然而，即使积极的课堂反馈对学习有促进作用，但大学生实际的课堂反馈情况却不容乐观。最后，本文为了促进大学英语专业学生的积极的学习情感和提高学习效果，并更好地意识到自身课堂反馈的不足提出一些见解。

关键词：英语教学；课堂反馈；学习效果；情感