On-Affective-Factors-in-English-Teaching论英语教学中的情感因素--毕业论文.doc

1、 本科毕业论文（设计）题目 On Affective Factors in English Teaching论英语教学中的情感因素作者学院专业学号指导教师 ABSTRACT With the development of society, affective education is becoming more and more valued by people. Many psychologists believe that a persons emotional development is as important as his intellective development, so

2、education should target at promoting students comprehensive development, and combine emotion with cognition. However, influenced by the test-oriented system, many teachers are still used to just giving students the knowledge in textbooks. In class, they pay too much attention to explaining language

3、points, and students are busy copying what the teacher says. In addition, students have little passion in learning English and even lose self-confidence and motive power. In order to improve the present teaching and learning situation, we should understand and develop affective education. This thesi

4、s discusses how to carry out affective teaching in English teaching. First affective theories, affective teaching theories, relevant educational psychological theories and English teaching theories are synthesized, and then attempts are made to combine these theories with English teaching practice a

5、nd some specific ways to carry out affective teaching in senior high school English teaching are provided.Key words: affective factors, affective strategies, English teaching摘要 情感教学是素质教育中的一个重要层面。新制定的英语课程标准也把情感态度列为重要的课程目标之一。随着社会的进步与发展，情感教育越来越受到人们的重视。许多心理学家认为，人的情感发展与智力发展同等重要，教育应该以促进人的全面发展为目标，必须把认知与情感两

6、方面结合起来。但是受到应试教育的影响，许多老师仍习惯将英语作为知识和技能进行传授，过于重视语法和知识的讲解，片面地将语言分割成孤立的语言点。课堂上老师滔滔不绝的讲，学生却只能被动的听，学生的主动性和积极性受到了限制，难以形成对英语的积极情感，甚至失去了学习信心和动力，更为严重的是导致很多学生甚至放弃了英语学习。 研究英语教学中的情感因素有利于情感教学在英语教学中的实施。所谓情感教学就是指教师在教学过程中，在充分考虑认知因素的同时，充分发挥情感因素的积极作用，以完善教学目标，增强教学效果的教学。为了改善目前的教育状况，我们应该积极了解和发扬情感教育。 本文首先概述了情感理论、情感教学理论及相关的

7、教育学理论，然后将这些理论与英语教学实践紧密结合，提出一些在英语教学中合理运用情感因素促进英语教学效果的有效办法。关键词：情感因素、情感策略、英语教学 ContentsAbstractI摘要IIIntroduction1Chapter 1 The Definition and Function of Affective Factors21.1 The Definition of Affective Factors21.1.1 Interest31.1.1 Attitude1.1.1 Motivation1.1.1 Self-confidence1.1.1 Anxiety1.2 The Func

8、tion of Affective Factors. 1.2.1 The Motive Function .5 1.2.2 The Regulative Function6 1.2.3 The Signal Function.7 1.2.4 The Migratory Function.8 1.2.5 The Infective Function.8Chapter 2 The Importance of Affective Factors to English Teaching102.1 The Characteristics of English Teaching.102.2The Infl

9、uences of Different Affective Factors to English Teaching.10 2.2.1 The Influence of Interest.11 2.2.2 The Influence of Attitude.11 2.2.3 The Influence of Motivation12 2.2.4 The Influence of Self-confidence.12 2.2.5 The Influence of Anxiety.13Chapter 2 The Application of Affective Strategies in Engli

10、sh Teaching103.1 Creating Relaxed and Harmonious Class Atmosphere.143.2 Paying Attention to the Way of Evaluation in English Teaching.15 3.2.1 Criticism.16 3.2.2 Praise.16 3.2.3 Advice.16 3.3.4 Encouragement163.3 Fostering Students Positive Affection.17 3.3.1 Reducing Students Anxiety.17 3.3.2 Enhan

11、cing Students Self-confidence.18 3.3.3 Eliminating Students Affective Obstacles.18 Conclusion.20Bibliography.21Acknowledgments.22Appendix A: Informative Chinese Abstract.23VI湖南涉外经济学院本科生毕业论文（设计）IntroductionFor a very long time, our education has just payed attention to training students cognitional a

12、bility but neglected the function of affective factors in education. This kind of attitude led to the situation that most students affective development become very slow and even many of them started to be tired of learning.A lot of researches show that most of the students have affective problems i

13、n English learning. For example, some students are lack of learning interest; some of them have a negative attitude of English learning; some do not have enough motivation; some are short of self-confidence, and some even have learning anxiety. Any of these problems will affect teachers teaching eff

14、ectiveness. Only when the teacher values promoting students positive feeling and clearing up students negative affection can they raise the level of their students English proficiency. From the above analysis, we know that English teacher should not only attach importance to students knowledge of th

15、e language and linguistic skills, but also pay close attention to the development of their students affective attitude. So, to start with, this thesis will introduce the affective theories and some affective teaching theories at the beginning. Further more, it will tell the importance of different a

16、ffective factors in helping English teaching, and finally it provides with some affective strategies which can promote students English learning.Chapter1. The Definition and Function of Affective FactorsTo understand the affective factors better, we need to know its connotation at first. So, at the

17、beginning, we will talk about the definition of affective factors. After that, we will discuss the function of different affective factors. 1.1 The Definition of Affective FactorsAffective factors is a kind of special psychological phenomenon of human being. Its major meaning is a kind of psychologi

18、cal process. This kind of process reflects the relationship between objective things and personal needs. At the same time, individual forms their special characters by reflecting the relationship between objective affairs and personal needs. The researchers find that the emotional condition of a stu

19、dent will directly affect their study behavior and study result. And the principal affective factors which affect language study are interest, attitude, motivation, self-confidence and anxiety.1.1.1 InterestThe basic nature of interest is needs. Needs can be divided into spiritual needs and material

20、 needs. And, interest is based on spiritual needs. If a person needs some thing, he will be interested in contact and observe the relevant things about it. And, he will participate in the activity energetically and explore the knowledge about this subject. Interest is related to a persons cognition

21、and affection too. If you have no cognition of an object or an activity, you will not have feeling of it. The, you will not be interested in it. On the contrary, the more deeply you understood, the stronger your affection is, the more powerful your interest will be. Interest can affect a persons cog

22、nition and action positively. It is beneficial to improve the study quality and result.There are many kinds of interests. And it can be roughly divided into two kinds.The first one is substantial interest and spiritual interest. Substantial interest refers to peoples interest and pursuit of comforta

23、ble substantial life, such as clothes, food, house and money. And, spiritual interest refers to peoples pursuit of spiritual life, such as study, research, literature, art and knowledge. For a student, whose philosophy and view of word is not clear, both his substantial interest and spiritual intere

24、st need teachers positive guidance. So his pursuit of spiritual interest will be developed.The second one is direct interest and indirect interest. Direct interest means that a person is interested in the subject itself. For example, some students are originally interested in studying English. Indir

25、ect interest means that a person is not interested in the subject itself but interested in the result that the subject can bring about. For instance, many students are not interested in studying English. But they feel like studying English well, because it is very important to their studies and work

26、 in the future. Then, they are glad to study and be interested in it too. These two kinds of interests can transform to each other eventually. Maybe many students study English for some other purposes at the beginning. But, after a period of learning, they get a progress and start being interested i

27、n English learning. Then, the indirect interest turns into direct interest. At the same time, it shows that learning interest can be developed and changed. 1.1.2 AttitudeAttitude is the inner prepared condition that will affect a human beings personal choice. It includes cognition part, emotional pa

28、rt and international part (Li 2005:90). The influences of it are as follows. The first one is the relationship between attitude and English level. The students who hold positive attitude of English learning are easier to improve their English level than the students who hold negative attitude of Eng

29、lish learning. The second one is the relationship between attitude and attentive degree. The English learners who end their study in the middle of the learning process have the negative attitude. Their grades are lower than those learners who can keep on studying all the time too. The third one is t

30、he relationship between attitude and class behavior. There is huge connection between a students behavior in class and his attitude. The students who hold positive attitude are more active in class and have better grades. Above all, attitude is the foundation of study success. If a teacher wants to

31、make his students successful in study, he should help them build positive attitude.1.1.3 MotivationMotivation is the inner motive power that pushes somebody to achieve their goals by doing something. It is a kind of desire that makes people take action. Motivation is the promoter of a persons activi

32、ty. It reflects the encouraging function of a persons needs and it guides a persons activity to achieve his goals.The current specific affairs can lead to the motivation. For example, the love and belief in truth and justice, and the personal responsibility and enterprise can be the motivation that

33、promotes people to do some activities in some cases. Learning motivation is the inner direct power that makes students learn. It reflects the social and educational objective requirement of students learning. Learning motivation can be showed in learning as follows. First, it helps students build gr

34、eat goal, overcome difficulties in study, and get good grades in competitive situation. Second, it stimulates students learning enthusiasm, makes them answer questions positively in class, and let them take part in collective activities energetically. Motivation can maintain students study passion a

35、nd guarantee their input of energy. So, as a psychological power, learning motivation can decide what the learners study for; how much energy they put in, and what kind of emotional situation they are in. And, all of these affect students English learning directly. Strong learning motivation can sti

36、mulate them to use the language and try any kinds of learning tactics. 1.1.4 Self-confidence Self-confidence is a persons confirmed view and confidence to his ability and knowledge level. A student who has strong self-confidence is much more possible to be successful. But, a student who has not enou

37、gh self-confidence will not be successful despite much cognition and emotional effort. A person who has strong self-confidence is abundantly being sure about their value in the world and their attitude for English learning is positive. They are not afraid of making mistakes. They can use English com

38、municating with others bravely. They dont feel embarrassed because of their grammatical mistakes. English learners need this active and confident spirit. In the same language circumstances, its impossible for the person who has little or no self-confidence to study English well. When a confident stu

39、dent gets better grades after taking positive attitude and action, he will be more confident in the future. Then, we can conclude that self-confidence and English grades affect each other and promote each other. 1.1.5 Anxiety The anxiety in language learning mainly means the tension that occurs when

40、 you are using a foreign language to communicate. Anxiety may be the biggest affective obstacle in language learning. It is the nervous or dreadful teaching when a persons self-confidence is undermined because of some obstacles that cant be overcome. (Wang, Wan 2001:43). Its a kind of psychological

41、condition when facing some special situations or affairs. In many circumstances, learners anxiety degree is related to past experience and his general attitude towards study. Different teaching attitude can lead to different anxiety degree. On one hand, students who fall into very deep anxiety and a

42、lways become nervous will give up finally. On the other hand, taking effective measures in time and overcoming psychological anxiety can make sure your English learning is successful. This kind of anxiety can disappear after many times try. But, not all of the students can overcome their anxiety. If

43、 the language learning brings the students anxiety time by time, the anxiety may become a kind of habit. Once the anxiety becomes a students habit, it will have seriously bad effects on the students language learning. Anxiety not only comes from the learning but also comes from the teacher and the t

44、eaching process. First, exam may result in anxiety. Students are always anxious of bad grades. This kind of anxiety will affect students normal exertion. Second, competition may lead to anxiety. When the learner compares himself with others and finds that others are better, he will become anxious. T

45、hird, the way teacher communicates with the learner may lead to anxiety. A too strict or critical teacher will make the learner become anxious too. 1.2The Function of Affective FactorsThere are major five functions of affective factors. They are motive, regulative, signal, migratory, and infective f

46、unctions. Now, let me introduce them in detail. 1.2.1 The Motive Function of Affective Factors Traditional psychology believes that the direct pushing power of a persons behavior is his motivation. And, motivation is caused by ones inner needs. Then, needs become a persons basic motive power system behind his behavior.(Yin 2002:113). Present affective psychological research shows that affection has close relation