On-Affective-Factors-in-English-Teaching論英語教學(xué)中的情感因素-畢業(yè)論文

PAGEVI本科畢業(yè)論文（設(shè)計）題目OnAffectiveFactorsinEnglishTeaching論英語教學(xué)中的情感因素作者學(xué)院專業(yè)學(xué)號指導(dǎo)教師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

摘要情感教學(xué)是素質(zhì)教育中的一個重要層面。新制定的英語課程標(biāo)準(zhǔn)也把情感態(tài)度列為重要的課程目標(biāo)之一。隨著社會的進(jìn)步與發(fā)展，情感教育越來越受到人們的重視。許多心理學(xué)家認(rèn)為，人的情感發(fā)展與智力發(fā)展同等重要，教育應(yīng)該以促進(jìn)人的全面發(fā)展為目標(biāo)，必須把認(rèn)知與情感兩方面結(jié)合起來。但是受到應(yīng)試教育的影響，許多老師仍習(xí)慣將英語作為知識和技能進(jìn)行傳授，過于重視語法和知識的講解，片面地將語言分割成孤立的語言點(diǎn)。課堂上老師滔滔不絕的講，學(xué)生卻只能被動的聽，學(xué)生的主動性和積極性受到了限制，難以形成對英語的積極情感，甚至失去了學(xué)習(xí)信心和動力，更為嚴(yán)重的是導(dǎo)致很多學(xué)生甚至放棄了英語學(xué)習(xí)。研究英語教學(xué)中的情感因素有利于情感教學(xué)在英語教學(xué)中的實(shí)施。所謂情感教學(xué)就是指教師在教學(xué)過程中，在充分考慮認(rèn)知因素的同時，充分發(fā)揮情感因素的積極作用，以完善教學(xué)目標(biāo)，增強(qiáng)教學(xué)效果的教學(xué)。為了改善目前的教育狀況，我們應(yīng)該積極了解和發(fā)揚(yáng)情感教育。本文首先概述了情感理論、情感教學(xué)理論及相關(guān)的教育學(xué)理論，然后將這些理論與英語教學(xué)實(shí)踐緊密結(jié)合，提出一些在英語教學(xué)中合理運(yùn)用情感因素促進(jìn)英語教學(xué)效果的有效辦法。關(guān)鍵詞：情感因素、情感策略、英語教學(xué)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湖南涉外經(jīng)濟(jì)學(xué)院本科生畢業(yè)論文（設(shè)計）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/