参考资料情感教育与中学英语教学

学 士 学 位 论 文 论文题目：情感因素与中学英语教学姓 名 * 学 院 外国语学院 专 业 英语（师范类）年 级 2008级 学 号 081411351 指导教师 * 2012年 6 月 1 日Affective Factors and English Teaching in Middle SchoolsWritten by*andSupervised by*Submitted to SchoolOf Foreign Languages of Ludong UniversityIn Partial Fulfillment of the RequirementsFor the Degree of Bachelor of ArtsJune 1, 2012摘要：为适应时代发展的需要，各种中学英语教学法不断产生，其中认为认知因素与情感因素应该同时发展的情感教学法从过去被忽视的状态中解脱出来，从而受到越来越多的关注。本文试图运用以情优教的情感心理学理论和教学实践，从宏观上分析和研究情感因素对中学英语教学的积极作用。本文首先从情感理论的角度论述了什么是情感，情感的分类以及情感在教学中的作用；并从焦虑、自尊、动机及移情四个方面论述情感与中学英语教学的关系；最后，本文从中学英语教学中对情感的运用的角度论述了备课的情感处理，授课的情感处理以及教学评估的情感处理。情感因素对中学英语教学的成功起着至关重要的作用它提高了教学效率和效果并使得中学英语教学在知情并茂的条件下，不断发展完善。 关键词：情感；情感教学法；中学英语教学Abstract: In order to meet the needs of the development of the society, lots of methods of English teaching in middle schools have come into being. Among them, the affective teaching which combines both the cognitive and affective factors has received more and more attentions. Based on the psychological theory and teaching practice, the thesis is an attempt to explore the positive function of affects in English teaching in middle schools. The paper discusses the definition of affect, the scope of research for the affective factors and the functions of affect. The affective factors are closely related to the English teaching in middle schools. The author also explains how to apply affective factors into preparation of lessons, giving lessons and the teaching evaluation. The conclusion is that the affective factors play a vital role in English teaching in middle schoolsit can enhance effects of teaching and learning; it can improve teaching and learning considerably by emphasizing the equal importance of cognition and affect. Key words: affect, affective teaching, English teaching in middle schoolAcknowledgementsThere is one person above all others who deserves my deepest thanks and respect for his continued support and precious suggestions during the writing of this dissertation: my supervisor, Professor Lv Jun. I could not have done it without him.There are many other people who contributed to this dissertation in many respects. Firstly, I would like to thank Mr. Su Yong and Miss Li Yan, the lecturers of School of Foreign Language of Ludong University. From their lessons, I have learned a lot of knowledge that can be used in this article.Secondly, I would like to thank my friends Tang Yuanyuan and Meng Can for their advice about the organization of the dissertation.Finally, I would like to thank my parents for their support and care over the years.Contents1.0 Introduction12.0 Affective Factors22.1 Definitions of Affect22.2 The Scope of Research for the Affective Factors32.2.1 Anxiety42.2.2 Inhibition52.2.3 Personality52.2.4 Self-esteem52.2.5 Motivation62.2.6 Empathy62.2.7 Classroom Communication and Cross-Cultural Awareness72.3 Function of Affect73.0 The Relationship between the Affective Factors and English Teaching83.1 Anxiety and English Teaching83.2 Self-Esteem and English Teaching93.3 Motivation and English Teaching103.4 Empathy and English Teaching114.0 Applications of Affective Factors in ELT in Middle Schools114.1 Preparation of Lessons114.2 Classroom Teaching134.2.1 Setting up the Environment134.2.2 Paying Attention to the Classroom Language144.2.3 Applying Appropriately Body Language154.3 Teaching Evaluation165.0 Conclusion17References19鲁东大学学士学位论文1.0 IntroductionEnglish is the most widely used language in the world. It is one of the working languages at international meetings and most international business letters are written in English. English is spoken not only in the United Kingdom and the United States of America, but also in many other countries. English is a tool to getting so much knowledge. With the help of English, people will have more chances to learn new things in other fields. It is important and necessary for us to learn English in order to learn advanced experience. English has helped the people of China, and more and more people are studying English which is required in most schools.However, Chinas traditional English teaching in middle schools does not attach much weight to the affective factors. For such a long time, all the teaching activities are related to students cognitive development like imparting knowledge, training skills and developing intelligence just for high scores in the examination and high enrollment rate. Therefore, it does not only fail to cultivate the students positive characters in the learning process, but also breeds weariness in their learning.As the reform of education is further deepened alongside with the promotion of quality education, middle schools English teaching has been continuously exploring effective and beneficial ways to improve English education. Under these circumstances, many teaching methods came into being, such as the oral English teaching (OET), communicative language teaching (CLT), situational language teaching, task-based language teaching (TBLT) and affective teaching, etc. Among them, the affective teaching is taken more and more seriously.The affective factors gradually received a lot of attentions in middle schools English teaching for more and more English teachers would like to apply the affective teaching in class after the reform and opening-up. Currently, there are many experts and scholars have done some researches to study the role of affective factors guiding the English teaching practically. One important aspect of basic education curriculum reform in the New Course Criterion is the emphasis on the affective factors. Now, the middle schools English teaching in China has achieved some success, but it still is not enough. The affect has more lasting and positive impact on the development of a persons life than just mastering knowledge or learning skills.The success of affective teaching will inspire teachers to devote all his talents and energies to the students and also make them far more respectable and amiable in the students minds. The students feelings will be transformed into a powerful driving force of learning so that the results will be very significant.2.0 Affective Factors2.1 Definitions of Affect The comprehension about the definition of affect influences directly peoples theoretical thinking and concrete practice. In order to research on the relationship between the affective factors and the ELT in middle schools, we should find out what the affect is. Psychologists believe that affect is the individual inner experience and external behavior caused by the situation that whether the reality can meet peoples needs. It is a unique human mental activity. That whether peoples senior social needs are met or not can arise this kind of experience. Lu Jiamei(2002), an outstanding professor researching on educational psychology has defined affect in a different way: affective qualities, from a narrow angle of view, include mood, emotion and sentiment; From a broader perspective, then affective qualities also include motivation, interest, attitude, personality, will, and value, etc.Jane Arnold and H. Douglas Brown(2002), the authorities in the field of language, gave another definition of affect: affect is related to our feelings. In a large sense, affect includes peoples behavior, feeling, emotion and attitude. In second language teaching, affect refers to learners emotion, feeling, mood and attitude in the learning process. Learners emotional state affects directly their learning behavior and learning outcomes.Although these several definitions define affect either from broad or narrow sense and are not exactly the same, they all include feeling, motivation, interest, emotion and attitude of people. The affect in Middle Schools English Language Teaching refers to the emotion, feeling, mood and attitude of the subjects (the teacher and the student) aroused in the teaching process, which impacts directly on teaching and learning process and results of both the teacher and the students. 2.2 The Scope of Research for the Affective Factors Lu Jiamei(2002) divided affect into three categories: emotion, sentiment and mood, which she thought had some relationship with the three levels of human needs. Emotion is interrelated with humans basic social needs, for example, the sense of attachment, the sense of belonging, self-esteem, curiosity, etc. Sentiment is interrelated with the senior social needs such as the morality, the rational sense and the aesthetic sense, etc. Mood is interrelated with humans biological need. For example, a mother could be so exited about her childs great progress that was moved to tears. Students could be happy to gain new knowledge and master new learning methods. From the above two examples, we can see how the maternal love which is a kind of emotion and rational sense which belongs to sentiment is expressed in the specific contexts. Another way to divide affect regards affect either as positive or negative. The positive affect concludes joy, happiness, interest, and satisfaction; negative affect concludes anger, sadness, fear, and anxiety. Affect can also be classified into active and passive affect. All affect that is conducive to the social interests and personal development belongs to the active affect; otherwise, the passive affect. For example, when a soldier fights the enemy angrily, while his anger is negative to himself, it is active in this fight. When someone gloats over others frustration, while his joy is positive to himself, it is actually passive affect. The above classifications of affect provide a scientific basis for the cognition, research and application of all kinds of emotional phenomenon. People always have different views on the happy education. A typical misconception is that how can playing game be helpful to learning? The rebutter who refutes the misconception says the joy out of bitterness is the highest level of happiness; however it is lack of theoretical support. Now the theory of affect classification explains very clearly. The pleasure during students learning process is the emotional experience which can be divided into three different levels: first level is the basic emotion, for example, some students feel happy about the teaching form of playing games. The second level is mood expression. For example, some students feel happy about the new and interesting learning material, because the learning process meets the curiosity arising from exploration needs. The third level is sentiment expression. Some students are happy to solve a difficult problem or get over the obstacles during their learning. From the above three examples, we can see that happiness can be regarded as emotion, mood or sentiment from different angles. The true operating principle of affective happy education is that apply appropriately.Jane Arnold(2002) thought that the affective factors in linguistics can be divided into two categories. The first category is the individual learners own factors including anxiety, inhibition, introverted and extroverted personality, and learning motivation, etc. The second category is the affective factors between the teaching subjects including empathy, classroom communication, and cross-cultural awareness, etc. 2.2.1 Anxiety The anxiety in language learning means the fear and upset which is felt by the learners when they need to use foreign or second language to express them. Anxiety may be the largest affective disorder in language learning, which is related to the past experiences of people, as well as the attitude of the people around them. Anxiety causes a vicious cycle in language learning, which leads to tension, fear, and thus a waste of energy and attention. So the energy used to think and memorize becomes relatively less, and the effect of language storage and output reduces, further enhancing the possibility of causing anxiety. Anxiety has impact on language learning, however it can be overcame. Not all anxiety can be overcame in language learning. If the language learning repeatedly brings anxiety to the learner, the anxiety may become a quality or psychological factor. Once the anxiety becomes a quality, it will make a serious impact on language learning.2.2.2 InhibitionInhibition like anxiety is an emotional factor. It is a self-image formed gradually in the growing process of children that is an awareness differentiating themselves from others. As this awareness increases gradually, children who are not mature enough have to learn how to protect themselves. One of the methods of protection is to avoid words and deeds of those who may pose a threat to themselves. The avoidance and withdrawal behavior taken in order to protect themselves is inhibition. The criticism and ridicule from the outside world dealt a serious blow to the self-image, so those who are often criticized and mocked always have a strong awareness of self-protection, and their degree of inhibition is also very high. Second language learners will inevitably have to make varied attempts in their learning process, and they may make mistakes, of which some mistakes can sometimes bring criticism and ridicule. Therefore, those learners whose self-image is fragile are often afraid to make mistakes and not to participate in language activities. This is the inhibition behavior in language learning. Like anxiety, inhibition can also be overcome. 2.2.3 PersonalityPeoples personalities can be divided into extroverted and introverted personalities. It is generally believed that extroverted personality is conducive to language learning, and introverted personality is not. Extroverted learners can actively participate in language learning activities and seek more learning opportunities; introverted learners lose a lot of learning opportunities for that they restraint themselves too much to participate in the language learning activities. Extroverted learners need to be recognized by the outside world to maintain their self-esteem; introverted learners can seek support from themselves for they tend to have strong perseverance and sympathy.2.2.4 Self-Esteem Self-esteem is one of the very important affective factors in language learning. Self-esteem, the evaluation of the learners given by them plays a key role both in cognitive activities and affective activities. Numerous studies show that the cognitive activity of learning is most effective when learners self-esteem is protected and encouraged. Successful experience can provide an incentive for further success; repeated failure will gradually undermine learners self-esteem, thus lead to their ultimate failure.2.2.5 Motivation Motivation is another very important affective factor in language learning. Motivation is a number of factors which can provide driving force and guide the direction for the learners. Early researches divided motivation of second language learning into the instrumental motivation and integrative motivation. If the motivation of learning a language comes from the actual needs such as employment, etc., then it is instrumental motivation. In other words, learners learn a second language for the future needs of the work or life. If the learners learn a second language because they are interested in the target language and the cultural community of the target language, and aspire to be accepted by the community as one member of them, then this motivation is integrative motivation. Motivation can also be divided into intrinsic motivation and extrinsic motivation. Intrinsic motivation comes from learners keen interest in learning contents or learning tasks. Extrinsic motivation comes from outside influence, such as reward or punishment. Extrinsic motivation is conducive to second language learning, but the intrinsic motivation is more important for its long duration in language learning and its an important prerequisite for long-term success in language learning.2.2.6 Empathy Empathy is also an important affective factor in language communication. Empathy plays an important role in society for people can coexist peacefully. Then what is empathy? Empathy is a kind of consciousness or behavior to look at the issue from the perspective of others. People using empathy does not mean giving up their own emotions, nor must they agree with the views of others. In fact, the premise of empathy is to firstly understand and recognize their emotions. For example, the teacher only understand their emotions first, they can apply empathy appropriately in the interaction with the students.2.2.7 Classroom Communication and Cross-Cultural AwarenessClass is the place where language learning participants (the students and teachers) do their activities, and also the social environment of their interaction. The interpersonal relationships between learners or between learners and teachers in class are very complicated. Different educational thoughts and cultural backgrounds will lead to the different roles of the teachers and students and relationships between them. Todays success of language teaching is largely dependent on the solidarity, cooperation, mutual support between learners and between learners and teachers. These relationships are influenced by each other all the time. Therefore, the affective issues in class are not only related to the class atmosphere, but also to the way of classroom activities and the learning outcomes.2.3 Function of Affect Peoples feeling, perception, memory, attention, imagination, thinking and other intellectual skills are affected