The-Role-of-Emotional-Factors-in-English-Learning

1、The Analysis of Emotional factors on middle school student English learning摘要：Emotional education is infiltrated in modern English teaching timely and moderately, and it has a huge effect on students' learning and healthy growth, and also plays a crucial role in language learning. But at the sam

2、e time we also should understand, emotional factors themselves have the dynamic characteristic, so it can be adjusted. But also because the dynamic characteristic makes it difficult to measure or estimate the results, it also increases the difficulty to study the roles of emotion. In the practice of

3、 teaching, teachers should not only teach students knowledge, but also solve the questions in students' learning. High school is the key period of everyones growth. This paper focuses on the influence of two types of emotional factors on middle school students' English learning and puts forw

4、ard the corresponding teaching strategies. Among them, and mainly starting from the definition of emotional factors, we divide emotional factors into two kinds in English study. Respectively, they are the individual emotional factors of middle school students and the emotional factors between middle

5、 school students and middle school students and between students and teachers. And we explain and state the two kinds of emotional factors in detail and find out the corresponding teaching strategies. And, the individual emotional factors include learning motivation, confidence, attitude, personalit

6、y and anxiety and so on five kinds of emotional factors. The emotional factors between middle school students and middle school students and between middle school students and teachers contain such as empathy, classroom communication. Finally the thesis proposes that we should pay more attention to

7、the emotional factors of middle school students' English learning, but also can't ignore there are still some deficiencies and problems in the study of emotional factors in our middle school students' English learning, and constantly deepen the research, so as to create a good environmen

8、t for middle school students' English learning to improve the efficiency of English learning. 關(guān)鍵詞：Emotional factors; Middle school students; Effect一、 The introductionUntil the 1970s the focus of second language acquisition is a teacher, the focus is on looking for better ways of teaching, so all

9、 kinds of teaching methods come into being, such as audio-visual method, the suggested method, comparison method, cognitive method, etc, but the work is not very great. With the rise and development of humanistic psychology, the continuous deepening of the reform of foreign language teaching, a shif

10、t of foreign language teaching mode has gradually shifted from the traditional teacher-centered to student-centered. So variables that affect language learning, such as the learning motivation, personality and so on have received the unprecedented attention. Lots of theories and researches have show

11、n that in middle school students' English language teaching, emotional factors are more important than cognitive factors. To some extent they play a start-up and activation to people's cognitive activities, so as to become the direct cause of the learning activities that affect middle school

12、 students' learning behavior and efficiency. There are seriously informed separation phenomenon in middle school English teaching in China, the one-sided emphasis on the cognitive factors of language learning, and ignoring the effect of emotional factors in language teaching, thus lead the pheno

13、menon “l(fā)ong period, large investment, low returns” that has always haunted the middle school English teachers and learners. So, we should increase exploration to study the effect of emotional factors on the middle school students English learning and find out the corresponding teaching strategies, s

14、o as to better improve middle school students推薦精選 English learning efficiency. 1、情感因素的定義情感是人們對客觀事物是否符合自己的需要而產(chǎn)生的態(tài)度的體驗。在語言教學中，情感是指學習者在學習過程中的感情、感覺、情緒、態(tài)度等（Amold&Broun, 1999）。從教育心理學的角度看，學習過程中影響學習效果的最大因素之一是學習者的情感控制。（束定芳等，1996：46）積極的情感能創(chuàng)造有利于學習的心理狀態(tài)，而消極的情感會影響學習潛力的正常發(fā)揮。大量事實證明情感因素在英語教學和學習中不容忽視，學生、教師、課堂各方面

15、都能導(dǎo)致情感障礙的產(chǎn)生。Krashen(1981)提出五大假說理論中的第五假說為情感過濾（Affec-tiveFilter Hypothesis）: 情感屏障妨礙語言習得者充分利用可理解輸入，當情感屏障強時，習得者也可能聽懂或讀懂語言輸入，但輸入到達不到語言習得機制。1.2 英語語言學習中情感因素的分類。English teaching is different from other subjects teaching, language communicative function determines the language learning is more of a skill rat

16、her than pure knowledge learning. Middle school students emotional factors directly restrict the English teaching and learning bilateral process and teaching quality. Emotion is the promoter of maintain learning motivation, if emotion play a role well, we can start learning energy, arouse the enthus

17、iasm of middle school students, and release the learning potential and solve psychological problems in the learning process. The emotional factors that influence English study for middle school students can be divided into two major categories (Dai weidong, shu dingfang, 1994)。第一類是中學生的個別情感因素,包括學習動機、

18、自信心、態(tài)度、性格及焦慮等。（1）學習動機分為內(nèi)在動機（intrinsicmotivation）和外在動機(extrinsic motivation)。前者指學習受內(nèi)在因素支配和推動、如興趣、求知欲、好奇等；后者指學習被外力推動，受外部情景支配，如升級和升學、表揚、成績分數(shù)、獎勵等。內(nèi)部動機和外部動機相結(jié)合稱為整合動機或綜合動機（integrativmotivation），雖然外在動機也有利于第二語言的學習，但更重要的是內(nèi)在動機。內(nèi)在動機是外語學習取得長遠成就的重要前提。(2) Self-confidence- is a kind of psychological characteristic

19、 of trust that reflects individual for their ability to successfully complete an activity, is a positive and effective characteristics of consciousness and psychological state that can express of self worth, self respect and self understanding. The self- confidence of individuals differences can inf

20、luence the different level of learning, employment, achievement and other aspects of individual psychology and behavior. (3) Attitude- people in their own morality and values based on the evaluation of things and behavior tendency. Attitude performs in inner feelings, emotion and intention of the ou

21、tside world things three aspects of the constituent elements. Activating any performance element in attitude, it will cause the corresponding response of the other two elements. This is the consistency of feeling, emotion and intention. (4) Character - a person in the stability of the attitude towar

22、ds reality and accustomed to the behavior of the personality characteristics. It represents a person's moral character, influenced by the people's values, the outlook on life and world outlook. Character is gradually formed in the after social environment, is the core of people's persona

23、lity differences.推薦精選（5）焦慮外語學習中最大的情感障礙，它是指個體由于預(yù)期不能達到目標或者不能克服障礙的威脅，使得其自尊心與自信心受挫，或使失敗感和內(nèi)疚感增加而形成的緊張不安，帶有恐懼感的情緒狀態(tài)（王銀泉，萬玉書，2001）。焦慮給外語學習造成惡性循環(huán)，緊張和害怕影響精力和注意力，但是焦慮是可以克服的。第二類是中學生與中學生之間以及中學生與教師之間的情感因素,如移情及課堂交流等等。Stern認為“學習，特別是語言學習是一次情感的經(jīng)歷，而語言學習過程所誘發(fā)的情感，對于語言學習者的成功或失敗起著關(guān)鍵作用”。因此，在英語教學中，教師應(yīng)注重發(fā)揮自己和學生兩方面的積極情感要素，避免

24、消極情感因素，才能使英語教學過程更具動力性、調(diào)節(jié)性、滲透性和啟迪性。2, T he influence of middle school students individual emotional factors on English learning and its teaching strategies2.1 The effect of motivation on middle school students' English learning and its teaching strategies Linguists Jeremy Harmer (1991) defined mo

25、tivation as: motivation is the internal motivation to encourage someone to realize some behavior. If we want to reach a certain goal, and this goal is very attractive, we will try our best to achieve this goal. The fact shows that middle school students whose motivations are strong will have high En

26、glish learning level, and the students whose motivations are weak or even no have the low English learning level. Teachers should try to improve middle school students learning motivation, so as to improve the level of middle school students English study. Teachers can improve middle school students

27、' motivation to learn English through the following three teaching strategies:1) Try to make lectures lively and interesting. Teachers can let students in the classroom discuss topics of common interest, then team game, they can send some prizes to the winning team. Only by making students inter

28、ested in can arouse the enthusiasm of students, learning desire, thus enhance motivation to learn English.2) The students after class grouping, interesting activities in English. Each group has three to five people, including students who have a high English level and an articulate student. They can

29、 watch an English movie, and this group of students can repeat the movie content in English in the form of solitaire activity. The activity can be recorded in the form of video to the teacher or other students, for all to discuss. This can not only make the distance so close between teachers and stu

30、dents, but also enhance the students feelings between each other, and have a positive effect of motivation to improve middle school students English learning. 3) Make the student as center. Teachers should base on their aptitudes, communicate and exchange with students as much as possible, take stud

31、ents as their friends, consider a problem from the perspective of students. Harmonious relationship between teachers and students will have an great effect on improving middle school students' motivation to learn English.2.2 The effect of self-confidence on middle school students' English le

32、arning and its teaching strategiesSelf-confidence refers to the evaluation of a person to oneself knowledge and ability. Confidence plays a very important role in everyones life. Middle school students who have strong self-esteem will have higher English learning level, especially in spoken English,

33、 and middle school students lacking self-confidence, are afraid to be wrong and is not willing to communicate, so they have the low level of English language output. Improving the level of confidence has very important significance推薦精選 to improve the English learning. Students themselves should esta

34、blish confidence. At the same time, teachers should also try to help students set up confidence.Teachers can through the following four ways to help students establish confidence:1) For the low level of English learning of students, teachers should give them some simple questions. When students answ

35、er questions, they will have a kind of satisfaction and contentment that can make students increase self-confidence.2) Praise more and criticize less to the lack of self-confidence of students. Words of praise can improve middle school students' self-confidence, when high school students accept

36、the praise, they also accept the teacher's recognition, thus enhance the students' self-confidence. 3) Teachers should treat students with tolerant attitude, in the face of students who have lack self-confidence, teachers should take positive attitude of encouragement and guide students pati

37、ently.4) Teachers should discover the advantages of students, starting from the advantages of students to help students build self-confidence. 2.3 The influence of attitude on middle school students' English learning and its teaching strategiesAttitude refers to the middle school students have a

38、 positive or negative psychological tendency to study for a long period of time. Positive learning attitude will promote the improvement of English learning, while negative attitude will inhibit the improvement of English learning. Middle school students' learning attitude is based on interest.

39、If middle school students love English learning, they will be actively involved in the teachers' design of classroom activities. Therefore, the teacher should take teaching strategies to arouse the enthusiasm of the Chinese middle school students as much as possible, so as to change students att

40、itude toward English study. Specific methods are as follows: 1) The teacher should avoid the traditional lecture that a teacher is speaking and others are listening to the teacher. Teachers should try to make students participate in classroom teaching, more interactive activities, such as the studen

41、ts preview after the lecture. The teacher listens to others lectures and makes comments and so on.2) The teacher in class needs high spirit. Parenting is better than speaking. Teacher's behavior will directly affect the behavior of students. 3) Make classroom atmosphere active. Teachers try to m

42、ake classroom full of energy and improve students' ability of autonomous learning, such as let students use English to speak with each other about some related with the course of editing the jokes, that not only can active classroom atmosphere, but also help to cultivate the students' Englis

43、h writing ability.4) Teachers should allow students to say "no" to themselves. Only in this way can students speak their true thoughts to teachers, teachers will have a further understanding about the students, and then think of some ways to change the students' learning attitude. 2.4

44、The influence of personality on middle school students' English learning and its teaching strategiesCharacter and language learning have close relations, and character basically can be divided into two kinds of introverted and extroverted character. Studies have found that outgoing personality o

45、f middle school students' English learning ability and expression ability are strong. The main purpose of learning a language is to communicate, though a person's character is difficult to change, it can be perfect, teachers can through the following two ways to improve middle school student

46、s' personality.推薦精選 1) Understand the student's growth environment. The shaping of character is closely related to the environment, in general, students who have outgoing personalities grow up in prosperity families, and adversity families students have more introverted personality. Affluent

47、 students have outgoing personalities, while students from poor families are introverted. For students growing up in adversity and poor families, teachers should give them more care, let them feel the warmth of the family class. 2) Teachers when arranging seat can allow outgoing and introverted stud

48、ents sit at the same table. So, outgoing students can bring laugher to introverted students, and increase the opportunities to introverted students for communicating. In class, the teacher also can develop a dialogue between deskmates, for introverted students to participate in more class to practic

49、e, so as to improve the level of English learning. 2.5 The influence of anxiety on middle school students' English learning and its teaching strategiesAccording to the influence of anxiety to middle school students it can be divided into two kinds: the promotion of anxiety and the conservation o

50、f anxiety 5. How teachers to make the conservation of anxiety of high school students gradually convert to promote the anxiety of the students?1) Cultivate students' ability of independence. Let the student independently complete the task, for example, let the students find errors occurring in t

51、he English around their use, and tell to write the wrong department for correction. That can cultivate the students' ability of autonomous learning. It also helps to increase students' courage to communicate with others. 2) Teachers should pay attention to criticism object when using critici

52、sm discourse. They need use the euphemism words to the introverted students for criticism, otherwise it is easy to produce inhibitory anxiety.3) Teacher should take clear strategy of implement rewards and punishment. Give rewards to students who have completed well on task, and give encouragement to

53、 the students who have completed the task well, give the students who do not complete the task an appropriate punishment. 3. The emotional factors between middle school students and other students and between teachers and students and its teaching strategy3.1 The effect of empathy on middle school s

54、tudents' English learning and its teaching strategiesEmpathy is one of the emotional factors of a successful communication. Teaching practice shows that time of empathy can make students more involved in class, in the communication to be able to put themselves in feeling and understand each othe

55、r's feeling, have the intense seeking knowledge desire and emotion experience, implements the multidirectional communication, and in the exchange of information, learning to be cooperative, learning to respect, and constantly improve themselves in the discussion of language and thinking ability.

56、 In the usual classroom, the teacher should use these strategies to cultivate the students' empathic ability and make students become an active, popular and effective communicator so that the emotions between students become important influence factors of middle school students' English lear

57、ning. 1) The perspective-taking strategy. In the practice of teaching, teachers should pay attention to cultivate students sense of empathy and behavior. Teachers can adopt some empathy teaching activities推薦精選 to allow students to change roles, and achieve the perspective-taking.2) Empathic listening strategies. Empathic listening is to understand others' perspective. From the