情感因素对英语学习的影响分析

1、AcknowledgementThanks for giving me this chance to finish this paper and to make the conclusion for my four years education. Through writing this paper, I have gained more knowledge than I supposed.I would like to express my gratitude to all those who helped me during the writing of this thesis. My

2、deepest gratitude goes first and foremost to my supervisor, Ms. Liu Xiaoying, for her constant encouragement and guidance. Her corrections and suggestions make me get great progress in writing this thesis. Without his consistent and illuminating instruction, this thesis could not have reached its pr

3、esent form.Here, I also want to give my thanks to other teachers and my classmates who have given me much help in the past four years. Thank you very much.AbstractEmotional factors are an important aspect of English teaching and learning. From the perspective of educational psychology, one of the bi

4、ggest factors influencing the learning effect in the learning process is the emotional control of learners. How to help students develop a positive emotional attitude, improve the language learning effect, give full play to the potential and achieve comprehensive development, is one of the important

5、 topics of English learning. All the time, people pay more attention to English learning and listening and speaking English skills and test skills, with the pedagogy, the gradual development of psychology, people gradually realize that in addition to cognitive and many other factors are also great f

6、or English learners Impact. In recent years, the English language for the emotional factors on the impact of learning English is not enough, in fact, emotion is not only their own needs, but also other psychological and physiological activities of the basic premise and foundation.The article analyze

7、s three important emotional factors such as motivation, personality and anxiety and points out their influence on learners English learning, and puts forward some suggestions on how to make emotional teaching in practical application.Key words：Emotional factors, English learning, effect, recommendat

8、ions摘要情感因素是影响英语教学和学习的一个重要方面。从教育心理学的角度来看，学习过程中影响学习效果的最大因素之一是学习者的情感控制。如何帮助学生培养积极的情绪态度，提高语言学习效果，充分发挥潜能，实现综合发展，是英语学习的重要课题。一直以来，人们对英语学习多注重听说读写等英语技能和测试技能，随着教育学，心理学的逐步发展，人们逐渐认识到，除了认知以外等诸多因素，也对英语学习者有着极大的影响。以往英语研究对于情感因素对英语学习的影响认识不足，事实上，情感不仅是人本身的需要，也是其他心理和生理活动的基本前提和基础。本文分析了动机，性格和焦虑三个重要的情感因素，探讨了他们对英语学习者的影响，并就如

9、何在英语教学中进行情感教学提出了一些建议。关键词：情感因素，英语学习，影响，建议Contents1. Introduction.12.The Definition of Emotion.22.1Definition of Three Emotional Factors.32.2Researches on Emotion Factors at Home and Abroad.63.The Theoretical Basis of Emotional Factors.93.1 Humanistic Psychology in Emotional Factors.93.2 The Emotion F

10、ilter Hypothesis in Emotion Factors.104.The Survey and Analysis of Emotion Factors Influence on English Learning.104.1The Purpose of the Study .114.2The Object of the Study . . .114.3The Methods of the Study.124.4The Process of the Study.125.Result and Analysis.126. Develop Positive Emotion Factors

11、of Strategy on English Learners.137. Conclusion15Bibliography.16Appendix.18The Analysis of the Influences of Emotion Factors on English LearningIntroductionAny effective foreign language learning links and steps should be consistent with the characteristics of foreign language learners themselves. W

12、hether it is the outline of the design, or classroom practice arrangements are similar. Therefore, to teach foreign language, the premise is to understand the learners. Understand how they learn, understand what factors affect their learning, and how affect their learning.In recent decades,research

13、on foreign language learning has never stopped.Researchers have revealed a number of factors that affect learning, such as mother tongue migration, cognitive approach, meta-cognition, language acquisition mechanism, emotion factors, personality traits, cultural factors, learning environment, languag

14、e input and output, learning strategies, communication Strategy and so on. So what is more important in so many factors that affect the effectiveness of foreign language learning? Among the factors that have found that affect the effectiveness of foreign language learning, emotional factors are one

15、of the main factors that cant be ignored. Because this problem every English learners will encounter in the process of foreign language learning. However, in the long-term foreign language teaching, its role is often ignored.With the development of humanistic psychology, the emotion factors in educa

16、tion are paid more and more attention. Humanistic psychology emphasizes the need to promote the comprehensive development of people, people must have both cognitive and emotional aspects.In the late 1970s and 1980s, linguists and researchers began to explore how emotional development permeated into

17、language teaching.In the second language teaching, the state of the learner in the course of the study, such as emotions, feelings, attitudes and other emotional state, they directly affect the learning behavior and learning outcomes. Emotion and cognition are not two opposing concepts. On the contr

18、ary, emotion and cognition are complementary. Without positive emotions, the learners cognitive ability will be greatly reduced.Famous scholars Gardner and Lambert point out: language learners learning motivation,subjective attitude and personality tendencies have the greatest impact on foreign lang

19、uage learning. Einstein has a famous saying: interest is the best teacher. Einstein has a famous saying: interest is the best teacher. The ancients also say: People who know it better than who is interested in it, who work is interested in it not as good as who love it. Interest is learning driving

20、force, interest is learning catalyst , it has a magical driving effect on student learning. There are two important aspects to study the emotional problems in foreign language learning.2.The Definition of EmotionThe term emotion is widely concerned by the education community. According to the defini

21、tion of the Encyclopedia of Psychology, emotions involve many aspects, including feelings, emotions, moods, motives, motivations and instincts. Emotion is a relatively large concept category. From the perspective of foreign language teaching, Alpert (1997) points out that emotion is all the factors

22、related to language teaching, which can affect students attitudes that may contribute to students learning, stimulate students initiative, and lead to negative learning. According to Arnold and Brown (2000), emotion is one aspect of feeling, mood, or attitude. They think that emotion is part of huma

23、n behavior, and emotion is as important as cognition. Chaplin (1975) points out that emotion cover feelings and temperament. Dulay and Burt define emotions as peoples feelings about specific things,behaviors,situations,or experiences.In general, emotions are closely related to feelings and mood. (Lu

24、 Jiamei, 1999) The author believes that emotion involved in this study is related to mood and emotion,and is a kind of state which is unique to learning.Arnold and Brown argue that emotional factors in language learning can be divided into two categories: one is related to language learners themselv

25、es,and the learners will feel anxious, depressed, and confident in their own learning motivation and personality; the other is the Learners as people in society, under the large social background, people should communicate with each other, involving emotional factors: empathy, classroom communicatio

26、n and cross-cultural communication.2. 1Definition of Three Emotion FactorsBecause of the complexity and diversity of emotion factors, this paper cant involve all the emotional factor, it mainly studies three factors, namely: motivation, anxiety and personality.2.1.1MotivationMotivation is generated

27、on the basis of the need. Whenever people know that there is a need, he will find ways to find something to meet their own needs. Which is caused by the physical needs of the people, to promote the internal balance of the state called internal driving force. The external emotion is also caused by th

28、e external environment, and can promote the individuals specific activities and to meet the individual requirements of a particular environment called incentives, can also be called external drive. Under the influence of the external drive, regardless of whether there is a balance within the individ

29、ual,he will make the individual do some motivation. The relationship between motivation and individual action is inextricably linked, and different motivations can produce the same kind of behavior. Similarly, the same motive or similar motive can produce different kinds of activities. But in our da

30、ily life, due to the impact of various factors, motives and effects will be inconsistent situation.All the actions of the individual are under a certain motive under the influence of a certain goal to move forward, learning motivation is directed towards a certain goal of the motive type of struggle

31、, in other words, the so-called learning motivation is to wake up the individuals cognitive knowledge and emotional state, prompting learners to work hard to achieve a set of established goals .And the English learning motivation is only one of the motives of individual action, it is mainly reflecte

32、d in the individual hope to learn and proficient in English strong idea. It is an intrinsic drive to promote individual English, which is a kind of psychological state, mainly manifested as an intrinsic subjective initiative of learning English and the enthusiasm of learning English. In general,indi

33、vidual English learning motivation can be directly understood as the individual students want to learn English of reason and directpurpose. The motivation for individuals to learn English is mainly composed of the following: whether the individuals attention is focused, whether the individual is try

34、ing to learn English, and whether the individual can learn English well and so on. As we all know, learning English is an intricate and gradual process, and individual learning English is affected by many aspects, such as the individuals motivation to learn English, learning English methods and stra

35、tegies,and which Individual motivation to learn English is one of the most important aspects of determining the quality of individual English learning.Learning motivation is the reason why student learn.From the point of view of educational psychology, there are two reasons for learning English:(1)

36、For the surface of the material stimulation, for example, for the diploma, going abroad, etc., known as the surface motive.(2) For the deep non-material stimuli, such as interest, increase of knowledge, etc., called deep motivation.The surface motive has no deep motivation with the persistence,surfa

37、ce stimulation has a certain time limit. But those who have deep motivation are usually enthusiastic about English learning.He always find ways to learn more English knowledge, such as take the initiative to listen to more English, their English learning effect is more significant. From a psychologi

38、cal point of view, deep motives come from the strong interest in what they learn. Interest helps to understand the purpose of the subject, the deepening of knowledge and help to stimulate interest. If the students lack interest in learning they feel learning boring and lose interest in learning.2.1.

39、2AnxietyAnxiety is the category of emotion factors. The effect of anxiety on learning can explain the role of emotion factors in learning activities. There are several definitions of anxiety:Due to tension, anxiety, fear and the reaction of the intertwined and the complex feeling (Encyclopedia of Ch

40、ina Encyclopedia of Psychology)A fearful and unhappy state, accompanied by somatic activation, and often contains the expectation of efforts to avoid danger, threat, and so on, but cant do anything about this danger or threat. (Jing Qicheng editor of concise psychology encyclopedia)Individuals can n

41、ot achieve their goals or can not overcome the threat of obstacles, resulting in self-esteem and self-confidence feel depressed, or to increase the sense of guilt, the formation of tension, fear of emotional state. (Zhu Zhixian psychology dictionary editor)These three definitions of anxiety not only

42、 indicate the elements of anxiety, but also analyze the causes of anxiety, and then reveal the nature of anxiety: anxiety is uncontrollable feeling focused on possible future threats, dangers or other upcoming negative events. Anxiousness is a normal psychological response to an imminent threat or u

43、ncertainty. Anxiety canbe divided into two types: trait anxiety and state anxiety. Trait anxiety is a personality trait that reflects a significantindividual difference in frequency and intensity of tension; state anxiety is a specialized response that occurs in a particular environment. It refers t

44、o a person in what circumstances will produce anxiety (Huang Xiting, 2004).To sum up, anxiety can be defined as an emotional state in which an individual can not achieve a goal or can not overcome the threat of obstruction, resulting in self-esteem and self-confidence frustrated, or increased sense

45、of failure and guilt.2.1.3PersonalityPersonality is the personality of people in the reality of a stable attitude and habitual behavior in the performance of the psychological characteristics of personality. Different learners tend to use different strategies to deal with different learning tasks.En

46、glish language researchers often divide learners personality into both extroversion and introversion. Early linguists believe that outgoing personality is conducive to language learning, introverted personality is not conducive to language learning. As Krashen argues, extrovert can gain more compreh

47、ensible input.In addition to extroversion and introversion, there are different from personality. Volition is a good mental state of conscious effort to achieve a certain purpose. Good will quality is generally reflected in the four aspects of consciousness, persistence, decisiveness and self-contro

48、l. In English learning, learners with good will quality can often overcome the interference of internal and external factors, resolutely implement the study plan, overcome bad habits such as laziness and negative emotions, bravely face difficulties, objectively sum up lessons, step by step engage in

49、 their own learning activities. In fact, cant insist, that is, there is no strong will, there is no perseverance of the performance. There are also some students who want to study hard after the failure of the exam or test, showing the state of intermittent.2.2 Researches on Emotion FactorsMany scho

50、lars at home and abroad have done a lot of research on the emotion factors that affect English learning.2.2.1 MotivationAs early as the 1950s, a number of studies on learning motivation emerged in the field of language learning.One of the most famous is Gardner and Lambert (1972) from the psychologi

51、cal point of view put forward many theories. Since 1959, they have done a lot of research, mainly for Canadian, American and Philippine foreign language learners, and try to explore how attitudes and motivations affect the process of language learning.Researchers have different views on motivations.

52、 In the 1990s, some scholars extended the motivation theory from social psychology to general psychology, educational psychology and so on. In order to express more accurately about the second language acquisition motivation, Dulay proposed three categories: language level, learner level and context

53、 level. From the perspective of social psychology, Gardner and others developed the theory of motivation in English learning, which combines the expectation values and goal theory. There are also some domestic studies on motivation. Many of these studies are about the classification of motivation, t

54、he relationship between motivation and English learning, and the relationship between motivation and other emotional factors. Guixi Chun investigated 512 English majors, studied the impact of learning motivation, learning hobbies, self-evaluation and attitudes on English learning. The study found th

55、at the social environment affects students learning motivation and attitudes, and most students hold instrumental motivations.Gardner and Lambert regard motivation and attitudes as the most complex factor in English learning. They distinguish between intrinsic motivation and external power. Studies

56、in this area suggest that both intrinsic and external motivations have a positive effect on English learning. Gardners study shows that intrinsic motivation is positively related to English learning.Some scholars also found that external motivation is proportional to English ability.Zhang Zhengdong and Huang Taiquan put forward the principles of English learning: attention to learners emotional factors,the elimination of psychological barriers. As Zhang Zhengdong and Huang Taiqu