英语论文《初中英语学习中的情感因素及其影响》.doc

海南师范大学外国语学院毕业论文海 南 师 范 大 学本 科 生 毕 业 论 文初中英语学习中的情感因素及其影响 姓 名： 丁扬 学 号： 200703101106 专 业： 英语 年 级： 2007级 系 别： 英语系 完成日期： 2011年5月 指导教师： 吴言(讲师) The Strategies and Effects of Affective Factors in Junior English LearningA Thesis Submittedto Faculty of School of Foreign Languages, Hainan Normal University in Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByDing YangAdvisor：Wu Yan(Lecturer)May，2011本科生毕业论文独创性声明本人声明所呈交的毕业论文是本人在导师指导下进行的研究工作及取得的研究成果，除了文中特别加以标注和致谢的地方外，本论文中没有抄袭他人研究成果和伪造数据等行为。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。论文作者签名： 日期： 本科生毕业论文使用授权声明海南师范大学有权保留并向国家有关部门或机构送交毕业论文的复印件和磁盘，允许毕业论文被查阅和借阅。本人授权海南师范大学可以将本毕业论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其他复印手段保存、汇编毕业论文。论文作者签名： 日期： 指导教师签名： 日期： AcknowledgementsI would like to thank all those who have given me their generous help, commitment and enthusiasm, which have been the major driving force to complete the current paper. My deepest gratitude goes first and foremost to Mrs. Wu Yan, my advisor, for her constant instruction and guidance. She has walked me through most of the stages of the writing of this paper. Without her consistent and illuminating instruction, this thesis could not have reached its present form.Second, I would like to express my gratitude to Mrs. Qin, who led me into the world of teaching. I am also greatly indebted to teachers and students in Tai Zhou No.2 Junior High School, who were kind and very cooperative when they were asked to fill in the questionnaire.Last, my thanks would go to my beloved family for their loving considerations and great confidence in me all through these years. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.The Strategies and Effects of Affective Factors in Junior English LearningAuthor: Ding Yang Advisor: Wu Yan（Lecturer）(School of Foreign Languages, Hainan Normal University, Haikou 571158)Abstract: The affective factors play indispensable roles in teaching, especially in junior English teaching. This paper attempts to analyze the current situation of affective factors in junior English teaching through questionnaire. Focusing on the data analysis, it aims at clarifying the influence of the affective factors upon the junior English teaching. As the result of data analysis, it shows that affective factors in junior English learning still has a long way to go. Therefore, useful suggestions are provided in order to improve the effects of affective factors in Junior English learning.Key words: affective factor; English teaching; strategy初中英语学习中的情感因素及其影响作者：丁扬 指导教师：吴言(讲师)（海南师范大学外国语学院，海口，571158）摘 要:情感因素是教学中，尤其是英语教学中不可或缺的因素。本文通过问卷调查的方式，调查并分析了当前初中英语教学中情感因素的运用现状。通过聚焦调查表的数据分析，分析情感因素对初中英语教学的影响。从而，发现初中英语学习中的情感因素运用的不足，并从学生的实际需要出发提出相关建议。该研究对初中英语学习中的情感因素合理运用有一定的启示意义。关键字:情感因素；英语教学；策略Contents1. Introduction .12. Literature Review.22.1Affective Factors. .22.1.1 Learners Affective Factors.32.1.1.1 Attitude and Interest .32.1.1.2 Motivation.32.1.1.3Anxiety.42.1.1.4Self-confidence.52.1.2 Teachers Affective Factors.52.1.2.1 Teachers Roles.52.1.2.2 The Relationship between Teachers and Students. .5 2.2Affective strategies.63. Design and Methodology for the Study6 3.1 Research purpose. .63.2 Subjects. .63.3 Instruments.63.4 Data Collection.73.5 Data Analysis and Findings.73.5.1 Attitude and Interest .73.5.2 Motivation .83.5.3 Anxiety. 93.5.4 Self-confidence. 103.5.5 Views on Teachers.114. Incorporating the Affective Strategies into English Class .134.1Carry out “the Appreciation Education” .134.2 Reduce Anxiety in Language Learning. .134.3Stimulate Students Learning Motivation and Develop Their Interest .144.4 Let Students Learning in Cooperation and Develop a Positive Affective Attitude.154.5 Set up a Good Example .164.6 Show Respect for Students Personality Development. .165. Conclusion.165.1 Significances of the Study. .16 5.2 Limitations of the Study. 175.3 Suggestions for Further Research.17Bibliography. 19Appendix Questionnaire.201. Introduction The affective factors are the essential parts in the English learning process, and they exert great influence on English teaching. In 2001, the Ministry of Education issued the New “English Curriculum Standard”. It added affective strategy and cultural consciousness to the English course objectives. Whats more, it not only took the affective objective as one of the objectives for the English course, but also clearly pointed that the affective factors are imperative factors for students learning and development. From these we can see, it pays much attention to affective teaching. It also shows that the affection is not merely the objective and content of teaching activities, but also the means and approach of teaching activities. To this end, the teaching activities should have both cognitive objectives and affective objectives. In order to achieve the goal that unity cognition and affection, teachers should give full attention to affective factors and bring them into full play.Along with the development of Humanistic Psychology, we cant emphasize the affective factors in foreign language teaching too much. Humanistic Psychology emphasized that education should aim at students development in all round ways. In order to achieve this goal, we should unify cognition and affection. Therefore, for the sake of bringing students potential cognitive and creative abilities into full play, teachers should concentrate on the affective factors in teaching, control and maneuver the affective factors that have impacts on English learning.However, affective factors in junior high school English teaching have not been fully utilized. A majority of schools and teachers pay more attention to the cognitive factors rather than the affective factors, and we are not clear about the current junior high school English teaching. How much attention has been drawn to the affective factors on earth? What kind of mental state are students in during English learning? How cordial is the English class atmosphere? How close is the relationship between English teachers and students? We are not clearly about all the questions above. Hence, in order to get full understanding of the application of affective factors in the current situation and to find out the proper affective strategies, the author conducts a survey.This paper is composed of six parts. The first part is the introduction of the paper. In the following part, the author will introduce the current situation of research about the affective factors at home and abroad. In the third part, the author will state the definition, function and classification of affective factors according to Krashens “Affective Filter Hypothesis”. The author will deal with the survey on the current situation through questionnaire and analyze the data in the fourth part. And in the next part, the author will put forward the proper affective strategies. The last part is conclusion.2. Literature ReviewAlong with the rise and development of Humanistic Psychology, the 1960s has witnessed the increasing popularity of the affective factors in language teaching. In the 70s and 80s of 20th century, language teaching experts and researchers started to explore how we can permeate the affection development into language teaching. In 1981, Krashen, a professor of Southern California University built up “Second Language Acquisition Theory” on the foundation of Chomskys “Language Acquisition Device Theory”. The theory is composed of five hypotheses. Among the five hypotheses, the theory of “the Affective Filter Hypothesis” has great significance to the foreign language teaching in China. “The Affective Filter” refers to the affective factors such as tension, anxiety, lack of motivation in the language learning process, which directly affect learners results. Krashen regarded the affective factor as a filter that can adjust. If the learner has a positive affective factor, his filter is more unimpeded and the language input information can pass easily. On the contrary, if the learner has a negative factor, the filter will be jammed, and language input information cannot pass easily. From this, we can know clearly that if we can fully mobilize the affective factors to organize teaching, they will contribute to a better English teaching result.The domestic research concerning affective factors began in the 1980s. In the early research, experts mainly introduced and absorbed foreign theories. Since the 1990s, with the domestic foreign language teaching shifted from teachers oriented to students oriented, the learners personality difference factors have been valued. As a result, the affective factors research gets into a new development period. In the past decade, Lu Jia mei, a foreign language teaching professor of Shanghai Normal University, attached great importance to the affective factors in foreign language learning. He developed the field of educational affection psychology based on many empirical studies. Professor Lu emphasized that the current teaching philosophy is to optimize teaching with affection. That is, take full consideration of cognitive factors in teaching as well as pay much attention to affective factors in teaching and do utmost to make them into full play.2.1 Affective Factors The affection in language teaching refers to learners personal experience of feeling, emotion, attitude, and mood, etc. in the language learning process.(Arnold& Brown, 1999) Therefore, affection not only means interest, enthusiasm and motivation in the study, but also means the attitude for foreign language held by learners and their positive affection experience in the language acquisition process. The researchers found that the affective state of learners would have direct impacts on their learning behaviors and learning effects. In the teaching process, many affective factors take effect, which exert great impacts on students learning activities as well as the completely teaching activity. These affective factors can divide into two categories. One is the students own affective factors, including personality factors and motivation factors. The personality factors are the combination of the individual characteristics and behavioral tendency. Values, volitional characteristics, rational characteristics are the three personality factors which affect learning activities most. Specifically speaking, it includes anxiety, interest, self-confidence, motivation, etc. The other is the affective factors in the teaching environment, personality characteristics of teachers, teachers attitude to students, teachers affective engagement in teaching, teaching style, empathy and classroom transactions are included. Personality characteristics of teachers have multiple effects on students. It not only affects the formation of students personality, but also affects cognitive learning of students. Consequently, it will affect their learning attitude. In short, a variety of affection influences the teaching. Therefore, in the teaching process teachers must analyze these factors comprehensively and try their best to optimize these factors.2.1.1 Learners Affective Factors2.1.1.1 Attitude and Interest The learning attitude refers to a relatively stable psychological tendency that students have shown in learning situations. And students interest, namely, a psychological tendency that students reveal in the active cognitive exploration and participation in learning activities. It is a strong internal driving force to learn. Students engaged in interesting activities, always with a positive and pleasant affective experience. Students with interest always concentrate on learning, while as to students without interest, learning is undoubtedly a headache. Students are not born with interest, and in order to develop interest in learning they need the guidance, training and protection of teachers.2.1.1.2 MotivationMotivation in foreign language learning indicates the desire to learn a foreign language. It is a kind of psychological state of individual to launch and maintain an action. It composes of three aspects: the attitude towards foreign language learning, the desire to learn foreign languages and the efforts to make. Motivation in language learning also can divide into two sections: intrinsic motivation and extrinsic motivation. Intrinsic motivation derives from the learners interest on a learning content or a learning task. Extrinsic motivation comes from the exterior influences. It refers to students desire to learn this kind of language for some pragmatic reasons, such as entering the key senior high school, find a good job. From the perspective of educational psychology, motivation is the driving force of all actions. Motivation gives people the courage to overcome difficulties. A good motivation to learn is an important guarantee to complete learning tasks. Foreign language learning with motivation leads to great effects. However, without motivation, learning becomes a burden and result in bad effects. Junior high school students often have weak will. They need to set up a good English learning motivation in order to overcome difficulties in learning.Typically, students with healthy motivation fix much attention on the content that teachers teach in English class. They acquire knowledge on their own initiative. They are good at understanding and analyzing. They are active in pair work, group work, role-play and other activities. Students who lack of motivation usually have apparently different behaviors. They are listless and drowsy in English class. They always choose to be listeners in group discussion, never put their own ideas. The main reasons for lacking of motivation are as follows. First, they are not interested in English or lack of confidence. What is worse, they have to learn so many courses so that their study burdens are too heavy, and it is difficult for them keep all courses in balance. Last but not least, the teaching skills and strategies of their English teachers are so poor.2.1.1.3AnxietyAnxiety is caused by individual factors or anxious learning environment. In the foreign language learning process, the different degrees or forms of anxiety have influence on learning effects. The anxiety in foreign language learning, such as afraid of making mistakes, losing face, being criticized by teachers, has a relationship with failure. Some psychological researchers believed that foreign language learners usually have three types of anxiety: (1) Communication Anxiety. That is students feel anxious when they cannot use English to express their thoughts well. (2) Negative Social Evaluation. For fear of losing face, English learners show anxiety in learning or in using a foreign language. (3)Test Anxiety. Namely, the anxiety comes out when English learners confront with the test. Here we mainly talk about the first two points. As in the classroom teaching environment, the common causes of anxiety are: worry about the correction and influence of target language during communication, afraid of being evaluated too low. This anxiety makes students feel excessive stressed and distracted, which greatly affects the learning effect. If the learning effect is bad, it will lead to more anxiety. While much more anxiety will do great harm to learning. Thus, result in a vicious cycle.2.1.1.4 Self-confidenceKrashen believed that learners personality factors are relevant to foreign language learning effects. Among all the personality factors, self-confidence is the most important. Self-confidence is the positive view and confidence to own knowledge and skill level. In the foreign language learning process, students who have a high degree of self-confidence and a good self-concept will relatively have a larger success rate in learning. Students with strong self-confidence dare to take risks, not afraid of making mistakes in learning and can use foreign languages to communicate bravely. While in the same language learning environment, students with little self-confidence are embarrassed, afraid of making mistakes. Thus, they will lose many opportunities for language practice.2.1.2 Teachers Affective Factors2.1.2.1 Teachers RolesTeachers play various roles in teaching, such as instructors, boosters, demonstrators, cooperators and so on. They should clear about their relation with students. In English teaching, teachers play the leading role while students are the principal parts. So, how to play the leading role well? It larg