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

PAGEVI本科毕业论文（设计）题目OnAffectiveFactorsinEnglishTeaching论英语教学中的情感因素作者学院专业学号指导教师ABSTRACTWiththedevelopmentofsociety,affectiveeducationisbecomingmoreandmorevaluedbypeople.Manypsychologistsbelievethataperson’semotionaldevelopmentisasimportantashisintellectivedevelopment,soeducationshouldtargetatpromotingstudents’comprehensivedevelopment,andcombineemotionwithcognition.However,influencedbythetest-orientedsystem,manyteachersarestillusedtojustgivingstudentstheknowledgeintextbooks.Inclass,theypaytoomuchattentiontoexplaininglanguagepoints,andstudentsarebusycopyingwhattheteachersays.Inaddition,studentshavelittlepassioninlearningEnglishandevenloseself-confidenceandmotivepower.Inordertoimprovethepresentteachingandlearningsituation,weshouldunderstandanddevelopaffectiveeducation.ThisthesisdiscusseshowtocarryoutaffectiveteachinginEnglishteaching.Firstaffectivetheories,affectiveteachingtheories,relevanteducationalpsychologicaltheoriesandEnglishteachingtheoriesaresynthesized,andthenattemptsaremadetocombinethesetheorieswithEnglishteachingpracticeandsomespecificwaystocarryoutaffectiveteachinginseniorhighschoolEnglishteachingareprovided.Keywords:affectivefactors,affectivestrategies,Englishteaching

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ContentsAbstract I摘要 IIIntroduction 1Chapter1TheDefinitionandFunctionofAffectiveFactors 21.1TheDefinitionofAffectiveFactors 21.1.1Interest 31.1.1Attitude 1.1.1Motivation 1.1.1Self-confidence 1.1.1Anxiety 1.2TheFunctionofAffectiveFactors1.2.1TheMotiveFunction………………….51.2.2TheRegulativeFunction………………61.2.3TheSignalFunction…………………...71.2.4TheMigratoryFunction……………….81.2.5TheInfectiveFunction………………8Chapter2TheImportanceofAffectiveFactorstoEnglishTeaching 102.1TheCharacteristicsofEnglishTeaching…………………..102.2TheInfluencesofDifferentAffectiveFactorstoEnglishTeaching………..102.2.1TheInfluenceofInterest……………..112.2.2TheInfluenceofAttitude………………112.2.3TheInfluenceofMotivation…………122.2.4TheInfluenceofSelf-confidence…….122.2.5TheInfluenceofAnxiety………………13Chapter2TheApplicationofAffectiveStrategiesinEnglishTeaching 103.1CreatingRelaxedandHarmoniousClassAtmosphere………143.2PayingAttentiontotheWayofEvaluationinEnglishTeaching……153.2.1Criticism……………..163.2.2Praise………………163.2.3Advice……………..…163.3.4Encouragement………163.3FosteringStudents’PositiveAffection………173.3.1ReducingStudents’Anxiety………….173.3.2EnhancingStudents’Self-confidence………………..183.3.3EliminatingStudents’AffectiveObstacles…………..18Conclusion…………..…20Bibliography…………...21Acknowledgments…………………22AppendixA:InformativeChineseAbstract……23湖南涉外经济学院本科生毕业论文（设计）PAGE20IntroductionForaverylongtime,oureducationhasjustpayedattentiontotrainingstudents’cognitionalabilitybutneglectedthefunctionofaffectivefactorsineducation.Thiskindofattitudeledtothesituationthatmoststudents’affectivedevelopmentbecomeveryslowandevenmanyofthemstartedtobetiredoflearning.AlotofresearchesshowthatmostofthestudentshaveaffectiveproblemsinEnglishlearning.Forexample,somestudentsarelackoflearninginterest;someofthemhaveanegativeattitudeofEnglishlearning;somedonothaveenoughmotivation;someareshortofself-confidence,andsomeevenhavelearninganxiety.Anyoftheseproblemswillaffectteachers’teachingeffectiveness.Onlywhentheteachervaluespromotingstudents’positivefeelingandclearingupstudents’negativeaffectioncantheyraisetheleveloftheirstudents’Englishproficiency.Fromtheaboveanalysis,weknowthatEnglishteachershouldnotonlyattachimportancetostudents’knowledgeofthelanguageandlinguisticskills,butalsopaycloseattentiontothedevelopmentoftheirstudents’affectiveattitude.So,tostartwith,thisthesiswillintroducetheaffectivetheoriesandsomeaffectiveteachingtheoriesatthebeginning.Furthermore,itwilltelltheimportanceofdifferentaffectivefactorsinhelpingEnglishteaching,andfinallyitprovideswithsomeaffectivestrategieswhichcanpromotestudents’Englishlearning.Chapter1.TheDefinitionandFunctionofAffectiveFactorsTounderstandtheaffectivefactorsbetter,weneedtoknowitsconnotationatfirst.So,atthebeginning,wewilltalkaboutthedefinitionofaffectivefactors.Afterthat,wewilldiscussthefunctionofdifferentaffectivefactors.1.1TheDefinitionofAffectiveFactorsAffectivefactorsisakindofspecialpsychologicalphenomenonofhumanbeing.Itsmajormeaningisakindofpsychologicalprocess.Thiskindofprocessreflectstherelationshipbetweenobjectivethingsandpersonalneeds.Atthesametime,individualformstheirspecialcharactersbyreflectingtherelationshipbetweenobjectiveaffairsandpersonalneeds.Theresearchersfindthattheemotionalconditionofastudentwilldirectlyaffecttheirstudybehaviorandstudyresult.Andtheprincipalaffectivefactorswhichaffectlanguagestudyareinterest,attitude,motivation,self-confidenceandanxiety.1.1.1InterestThebasicnatureofinterestisneeds.Needscanbedividedintospiritualneedsandmaterialneeds.And,interestisbasedonspiritualneeds.Ifapersonneedssomething,hewillbeinterestedincontactandobservetherelevantthingsaboutit.And,hewillparticipateintheactivityenergeticallyandexploretheknowledgeaboutthissubject.Interestisrelatedtoaperson’scognitionandaffectiontoo.Ifyouhavenocognitionofanobjectoranactivity,youwillnothavefeelingofit.The,youwillnotbeinterestedinit.Onthecontrary,themoredeeplyyouunderstood,thestrongeryouraffectionis,themorepowerfulyourinterestwillbe.Interestcanaffectaperson’scognitionandactionpositively.Itisbeneficialtoimprovethestudyqualityandresult.Therearemanykindsofinterests.Anditcanberoughlydividedintotwokinds.Thefirstoneissubstantialinterestandspiritualinterest.Substantialinterestreferstopeople’sinterestandpursuitofcomfortablesubstantiallife,suchasclothes,food,houseandmoney.And,spiritualinterestreferstopeople’spursuitofspirituallife,suchasstudy,research,literature,artandknowledge.Forastudent,whosephilosophyandviewofwordisnotclear,bothhissubstantialinterestandspiritualinterestneedteachers’positiveguidance.Sohispursuitofspiritualinterestwillbedeveloped.Thesecondoneisdirectinterestandindirectinterest.Directinterestmeansthatapersonisinterestedinthesubjectitself.Forexample,somestudentsareoriginallyinterestedinstudyingEnglish.Indirectinterestmeansthatapersonisnotinterestedinthesubjectitselfbutinterestedintheresultthatthesubjectcanbringabout.Forinstance,manystudentsarenotinterestedinstudyingEnglish.ButtheyfeellikestudyingEnglishwell,becauseitisveryimportanttotheirstudiesandworkinthefuture.Then,theyaregladtostudyandbeinterestedinittoo.Thesetwokindsofinterestscantransformtoeachothereventually.MaybemanystudentsstudyEnglishforsomeotherpurposesatthebeginning.But,afteraperiodoflearning,theygetaprogressandstartbeinginterestedinEnglishlearning.Then,theindirectinterestturnsintodirectinterest.Atthesametime,itshowsthatlearninginterestcanbedevelopedandchanged.1.1.2AttitudeAttitudeistheinnerpreparedconditionthatwillaffectahumanbeing’spersonalchoice.Itincludescognitionpart,emotionalpartandinternationalpart(Li2005:90).Theinfluencesofitareasfollows.ThefirstoneistherelationshipbetweenattitudeandEnglishlevel.ThestudentswhoholdpositiveattitudeofEnglishlearningareeasiertoimprovetheirEnglishlevelthanthestudentswhoholdnegativeattitudeofEnglishlearning.Thesecondoneistherelationshipbetweenattitudeandattentivedegree.TheEnglishlearnerswhoendtheirstudyinthemiddleofthelearningprocesshavethenegativeattitude.Theirgradesarelowerthanthoselearnerswhocankeeponstudyingallthetimetoo.Thethirdoneistherelationshipbetweenattitudeandclassbehavior.Thereishugeconnectionbetweenastudent’sbehaviorinclassandhisattitude.Thestudentswhoholdpositiveattitudearemoreactiveinclassandhavebettergrades.Aboveall,attitudeisthefoundationofstudysuccess.Ifateacherwantstomakehisstudentssuccessfulinstudy,heshouldhelpthembuildpositiveattitude.1.1.3MotivationMotivationistheinnermotivepowerthatpushessomebodytoachievetheirgoalsbydoingsomething.Itisakindofdesirethatmakespeopletakeaction.Motivationisthepromoterofaperson’sactivity.Itreflectstheencouragingfunctionofaperson’sneedsanditguidesaperson’sactivitytoachievehisgoals.Thecurrentspecificaffairscanleadtothemotivation.Forexample,theloveandbeliefintruthandjustice,andthepersonalresponsibilityandenterprisecanbethemotivationthatpromotespeopletodosomeactivitiesinsomecases.Learningmotivationistheinnerdirectpowerthatmakesstudentslearn.Itreflectsthesocialandeducationalobjectiverequirementofstudents’learning.Learningmotivationcanbeshowedinlearningasfollows.First,ithelpsstudentsbuildgreatgoal,overcomedifficultiesinstudy,andgetgoodgradesincompetitivesituation.Second,itstimulatesstudents’learningenthusiasm,makesthemanswerquestionspositivelyinclass,andletthemtakepartincollectiveactivitiesenergetically.Motivationcanmaintainstudents’studypassionandguaranteetheirinputofenergy.So,asapsychologicalpower,learningmotivationcandecidewhatthelearnersstudyfor;howmuchenergytheyputin,andwhatkindofemotionalsituationtheyarein.And,alloftheseaffectstudents’Englishlearningdirectly.Stronglearningmotivationcanstimulatethemtousethelanguageandtryanykindsoflearningtactics.1.1.4Self-confidenceSelf-confidenceisaperson’sconfirmedviewandconfidencetohisabilityandknowledgelevel.Astudentwhohasstrongself-confidenceismuchmorepossibletobesuccessful.But,astudentwhohasnotenoughself-confidencewillnotbesuccessfuldespitemuchcognitionandemotionaleffort.Apersonwhohasstrongself-confidenceisabundantlybeingsureabouttheirvalueintheworldandtheirattitudeforEnglishlearningispositive.Theyarenotafraidofmakingmistakes.TheycanuseEnglishcommunicatingwithothersbravely.Theydon’tfeelembarrassedbecauseoftheirgrammaticalmistakes.Englishlearnersneedthisactiveandconfidentspirit.Inthesamelanguagecircumstances,it’simpossibleforthepersonwhohaslittleornoself-confidencetostudyEnglishwell.Whenaconfidentstudentgetsbettergradesaftertakingpositiveattitudeandaction,hewillbemoreconfidentinthefuture.Then,wecanconcludethatself-confidenceandEnglishgradesaffecteachotherandpromoteeachother.1.1.5AnxietyTheanxietyinlanguagelearningmainlymeansthetensionthatoccurswhenyouareusingaforeignlanguagetocommunicate.Anxietymaybethebiggestaffectiveobstacleinlanguagelearning.Itisthenervousordreadfulteachingwhenaperson’sself-confidenceisunderminedbecauseofsomeobstaclesthatcan’tbeovercome.(Wang,Wan2001:43).It’sakindofpsychologicalconditionwhenfacingsomespecialsituationsoraffairs.Inmanycircumstances,learner’sanxietydegreeisrelatedtopastexperienceandhisgeneralattitudetowardsstudy.Differentteachingattitudecanleadtodifferentanxietydegree.Ononehand,studentswhofallintoverydeepanxietyandalwaysbecomenervouswillgiveupfinally.Ontheotherhand,takingeffectivemeasuresintimeandovercomingpsychologicalanxietycanmakesureyourEnglishlearningissuccessful.Thiskindofanxietycandisappearaftermanytimes’try.But,notallofthestudentscanovercometheiranxiety.Ifthelanguagelearningbringsthestudentsanxietytimebytime,theanxietymaybecomeakindofhabit.Oncetheanxietybecomesastudent’shabit,itwillhaveseriouslybadeffectsonthestudent’slanguagelearning.Anxietynotonlycomesfromthelearningbutalsocomesfromtheteacherandtheteachingprocess.First,exammayresultinanxiety.Studentsarealwaysanxiousofbadgrades.Thiskindofanxietywillaffectstudents’normalexertion.Second,competitionmayleadtoanxiety.Whenthelearnercompareshimselfwithothersandfindsthatothersarebetter,hewillbecomeanxious.Third,thewayteachercommunicateswiththelearnermayleadtoanxiety.Atoostrictorcriticalteacherwillmakethelearnerbecomeanxioustoo.1.2TheFunctionofAffectiveFactorsTherearemajorfivefunctionsofaffectivefactors.Theyaremotive,regulative,signal,migratory,andinfectivefunctions.Now,letmeintroducethemindetail.1.2.1TheMotiveFunctionofAffectiveFactorsTraditionalpsychologybelievesthatthedirectpushingpowerofaperson’sbehaviorishismotivation.And,motivationiscausedbyone’sinnerneeds.Then,needsbecomeaperson’sbasicmotivepowersystembehindhisbehavior.(Yin2002:113).Presentaffectivepsychologicalresearchshowsthataffectionhascloserelationshipwiththispowersystem.Intheprocessofone’smotivationalbehavior,affectivefactoristhemostregulativeaspect.Forexample,thesamepeopleandthesameneeds,underthesamecircumstance,willhavequitedifferentperformanceiftheyareindifferentmood.Whenapersonisingoodmood,hewilltryhisbestandovercomeeverydifficultyuntilhegetshisgoal.Whenapersonisinbadmood,hewilllosethespurtandgiveupintheprocess.AsMarxsaid,ardorandpassionarethepowerofamanwhosearchesforhisgoal.Passionisthepositivepowerforamanwhowantstofulfillhispurpose(Yin2002:114).Ifthemotivepowerfunctionofaffectioncanbeusedinmathlearning,itwillincreasestudents’learningenthusiasmandinitiative.Teachingisdifferentfromothercognitionalactivities.Itrequiresstudentstoabsorbsomeknowledgeanddoingsomespecificpracticeintimeandinrequiredway.Itneedsnotonlydiligentworkbutalsoneedsenoughenthusiasm.JustlikewhateducationalexpertRobertFrosthassaid,affectionregulatesstudents’attitudeandtheenthusiasmoflearning.Inlearning,agoodstateofmindcanmakeastudentbeconcentrated,interested,satisfiedandpositive,butabadstateofmindwillmakethembecomewandering,cool,unsatisfiedandnegative.Theteacher’staskismakingthestudentsunderstandthatlearningknowledgeandseekingtrutharefullofdifficultiesandobstacles,andgivingthemtherightlearningmotivationatthesametime,then,usingthepositivepowerofaffectiontopromotestudents’learningefficiency.1.2.2TheRegulativeFunctionofAffectiveFactorsTheregulativefunctionofemotionmeansthatemotioncanorganizeanddisintegrateaperson’scognitionalmanipulatoractivities.(Lu2000:94).Thisregulativefunctionexactlyshowshowmuchaperson’sbehaviorisaffectedbyhismotivation.Thisisthemostattractivefunctionofaffectionthatcontemporarypsychologisthasrevealed.Inrecentyears,Chinesepsychologicalresearchersalsoprovethataffectionexactlyhasmuchinfluenceonaperson’scognitionalprocess,andthisinfluencehastwosides.Itisshowedintwoaspectsspecifically.Inoneaspect,mediumaffectionisgoodforintellectiveactivities,buttoohighortoolowaffectisbadforit.Intheotheraspect,happinessisgoodforintellectiveactivities,whilepain,fear,andangerarebadforit.Ourcountry’spsychologicalresearchalsoshowsthathappinessandinterestprovideintellectiveactivitiesthebestemotionalbackground.Wealwayshavesuchkindofexperienceinourdailylife.Whenwearehappy,wethinkquicklyandremembereasily.Whenweareinbadmood,wehavedifficultiesinthinkingandforgetthingseasily.Alloftheabovearethedetailaccountofthisfunction.Usingtheregulativefunctionofaffectioncanapparentlyincreasestudents’intellectiveactivityfrequency.Asweallknow,teachingandlearningactivityrequiresstudentstoprocessalargeamountofinformationinashorttime,anditrequiresstudents’quickintellectiveactivity.Traditionalteachingwantstousethe“spoon-feed”waytomaintainabalancebetweentheshorttimeandthehugeinformation.But,itdidn’twork.Thecontemporarypsychologyhasrevealedtheregulativefunctionofemotionanditwillserveasanewwayforteachingrangingfromthenon-intellectualfactorstotheintellectualfactors.1.2.3TheSignalFunctionofAffectiveFactorsThesignalfunctionofaffectivefactorsmeansaperson’saffectioncantransferinformationthroughhisexpressiononhisface,wordandbody.AccordingtoDarwin,human’sexpressionisjustakindoflivingcompetitivewayatfirst,andithasadaptability.Peopleshowsandunderstandseachothers’emotionalexperience,evenmind,wishes,andrequirementthroughexpression.So,itwascalledNon-verbalBehavior.But,ithasitsowncharacteristics.Thesignalfunctionofemotionhasstrengthenedwordexpression,promotedwordvivification,replacedwordsandsurpassedthefunctionofwordsintheexchangeofinformation.JustlikewhatTompkinssaid,affectioniseasytobeunderstoodandcanbeexchangedamongpeoplethroughreliableway.(Zhang1998:81).Usingthesignalfunctionofemotioninteachingwillyieldobviouseffect.Itisespeciallyreflectedinthreeaspects.Firstofall,whenateacheristeachinginclass,usingsuitableexpressioncanmaketheclassmorelivelyandthestudentsmoreactive.Then,whenateacheristeaching,usingproperexpressioncanmakethestudentsunderstandwhathehassaid.Next,whentheteacherisorganizingtheprocessofteaching,usinghead-shaking,staring,hand-wavingandotherexpressionproperlyandintimecannotonlypreventstudent’sunsuitablebehaviorbutalsoguaranteetheoriginalplan.Andtheteacherwon’thurtthestudent’self-respectatthesametime.Aboutthis,EducationalistMakehavesaidthatateachershouldbegoodatgivingexpression,andapersonwhoisnotgoodatgivingtheexpressioncan’tbeateacher.Heevensaid,apersonwhocannotusefifteentotwentykindsofwayssaying”comehere”cannotbeanexcellentteacher.1.2.4TheMigratoryFunctionofAffectiveFactorsThemigratoryfunctionofaffectivefactorsmeansthataperson’saffectiontosomebodywillmigratetotheobjectthatisrelatedtotheperson.(Andean1996:114).Forexample,ifaboyisinlovewithhisgirlfrienddeeply,hewillloveeverythingabouthisgirlfriend.ThereisanEnglishproverbthathasprovesit.“Loveme,lovemydog.”Actually,itisanormalemotionalphenomenon,andit’stheresultofaffectiveextension.Individual’semotionaldevelopmentisthesame.Specially,ifachildhasdeepaffectionwithhisparents,hewilllovehishomeandlovethehometownwherehisparentslive.Tomakethestudentslovewhattheyhavelearned,teachercanmakeastudent’saffectiontohisteachermigratetotheknowledgethattheteacherhasgiventhroughthemigrationfeatureofaffectivefactors.Therearetwopointsinourcountry'sfamouseducationalbook.Thefirstoneisthatateachershouldbuildpositiveaffectionwithhisstudents.Thesecondoneisthatateachermustlikewhatheisgoingtoteach.1.2.5TheInfectiveFunctionofAffectiveFactorsTheinfectivefunctionofaffectivefactorsmeansthataperson’semotioncanbeaffectedbyanotherperson’s.(Lu2000:111).Whenapersonengenderssomeemotion,hecanfeeltheemotionnaturally.Butthisemotionwillbeperceivedbyothersthroughyourexpressions,then,causingothers’emotionalreflection.ThewesternpsychologistcalledthephenomenonEmpathy.Empathyistheimportantemotionalelementinlanguagecommunication.And,itplaysanimportantrolefunctioninthepeacefullivingamonghumanbeing.Whenaperson’semotionarousesanotherperson’ssimilaremotion,wecallthisphenomenonEmotionalResonance.Wecansay,EmotionalResonanceisthemosttypicalexampleofEmpathy.Psychologicalresearchalsoindicatesthataperson’semotioncaninfluenceother’s,andothers’emotionwillinfluenttheperson’satthesametime.Thisistheinevitableresultoftheinfectionfunctionofaffectivefactors.And,ProfessorNormanKcalleditemotionalinteraction.(Krashen1985:64).UsingtheinfectivefunctionofaffectivefactorsinEnglishteachingcandevelopstudents’emotionandincreaseclassatmosphere.So,inclass,theteachershouldeducateandaffectstudentswithnoblespiritandfullpassion.Oncethestudentsaremovedbytheteacher,theywilltreattheteacherliketheirfriendsandrespectablesenior.Then,theteacher’srequirementiseasytobechangedintothestudents’learningmotivepowerandgoal.Chapter2．TheImportanceofAffectiveFactorstoEnglishTeachingAsweallknow,Englishisapracticalsubject.Theexpandingofaperson'svocabularyandthereinforcementofaperson'slistening,speaking,readingandwritingabilityalldependondailyandcontinuedpractice.It’seasyforustounderstandthatwithoutagoodstateofmind,thestudentscan’tkeeponlistening,reading,writing,orspeakingEnglishastheirteacheraskthemtodo.Ifwewanttohelpourstudentsfundamentally,weshouldsufficientlypayattentiontotheiraffectivesituation.Onlyinthisway,canwehelpourstudentsbreaktheirpersonalobstaclesandgetreadimprovement.2.1TheCharacteristicsofEnglishTeachingEnglisha/