On the Effect of Affect in English Teaching in Secondary Schools英语毕业论文.docx

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1、On the Effect of Affect in English Teaching in Secondary SchoolsContent内容摘要.3关键词3Abstract.3Key words. 3Chapter1 Introduction.31.1 Definition of affect.41.2 Situations of Emotional teaching.5Chapter 2 The main functions of affect.8Chapter 3 Teaching strategies .93.1Caring about the students and respe

2、cting the students.93.2 Creating the scene and experiencing the emotions.103.3 Stimulating the interest and enhancing the initiative.113.4 Strengthening the students self-confidence.13Chapter 4 Conclusion.14Bibliography.15Acknowledgements.16 内容摘要:情感因素是影响初中英语教学质量的重要因素之一,也是渗透在教学过程之中的重要因素为了克服单一知识教学的局限性

3、,发挥情感的教学功能,本文试图在文献综述的基础上,结合个人的教学实践,主要研究了以下几个方面的问题:第一,情感及其对学生英语学习的影响;第二,初中英语情感教学的现状及存在的问题;第三,英语情感教学策略论文共分为四章第一章,引言主要阐述了本问题研究的背景，研究目的以及重点综述了国内外关于情感及其教学功能的研究现状第二章,简要叙述了情感效应在初中英语教学中的作用.第三章,在理论研究与实证研究的基础上,结合个人的教学实践,提出了初中英语情感教学的基本策略。第四章，结论关键词:情感效应 情感教学 初中英语 功能 教学策略Abstract: Emotion is one of the most impo

4、rtant elements to influence English teaching quality in junior schools. It also penetrates in teaching process. In order to overcome a unitary mode to teach knowledge and apply emotions to elaborate the teaching function, the thesis is to combine some teaching experience of my own to research the fo

5、llowing issues. The first, emotion influences the students to study English. The second is current situation and questions of emotion teaching. The third is about English emotion teaching strategies.The thesis includes four chapters. The first is introduction. The second are the main functions of af

6、fect in English teaching. The third is based on the theory research and positivism research and combine personal teaching practice to put forward its basic strategies. The fourth is conclusionKey Words：affect emotional teaching secondary English teaching functions teaching strategiesChapter 1 Introd

7、uction In traditional language teaching, a teacher was looked upon as an authority that passed on knowledge and dispels ignorance as Han Yu, a scholar in ancient China, claimed. The teacher was a source of knowledge, even a walking dictionary. He controlled the whole teaching process as a center, wh

8、ile students who only took notes and listen to the teachers in class. There was no exchange of information, interaction of affect. Teachers, following the textbook, only provided students with what they needed to know. The students task was to learn the material. If, at the end of a course of instru

9、ction, the students could demonstrate that they knew the material, then they received good grades. Low grades were simply the result of truancy, laziness, or low intelligence. Although we are sure that many language teachers of the older school were sensitive to other factors which influenced studen

10、ts learning at the individual level, relatively little attention seems to have been paid, in any consistent way, to considerations of the whole process from the learners point of view. The aim of this thesis is to inquire into the interaction of affect and foreign language education, explain the imp

11、ortance of affective interaction approach in English class. There are many problems the author cant reach. Anyway the thesis wants to provide a base for noticing the importance of affect in foreign language education. The author hopes that many teachers will become these front-line action researcher

12、s in the issue. More positive affect will spread in many directions from a greater commitment in language teaching to the growth of individuals emotional competence.1. 1 Definition of affect Affect is the root of such words as affection, our feelings for those people who are particularly special in

13、our lives. Arnold (1999) defines affect in terms of aspects of emotion, feeling, mood or attitude which condition behaviour, while Dickson describes it as being concerned with the learners attitude towards the target language and users of it, and with his/her emotional responses. Stevick (1998) foll

14、ows Dulav et al. f 198?): Ones affect towards a particular thing or action or situation or experience is how that thing or that action or that situation or that experience fits in with ones needs or purposes, and its resulting effect on ones emotionsaffect is a term that refers to the purposive and

15、emotional sides of a persons reactions to what is going on. (Stevick 1998)1.2 Situations of emotional teaching Interest in affective factors in education gained importance with the growth of humanistic psychology in the 1960s. From the point of view of the humanists, the mainstream educational insti

16、tutions have focused so intently on the cognitive and have limited themselves so narrowness is resulting completely serious to educating from the neck up ,that social consequences. In the 1970s, quite a theorists applied humanistic psychology to education, stressing the need to unite the cognitive a

17、nd affective domains in order to educate the whole person. Some representatives of Humanistic Language Teaching searched for ways to enrich language learning by incorporating aspects of the affective dimension of the leaner. Many of the major developments in language teaching during the past thirty

18、years are in some way related to the need to acknowledge affect in language learning. The methods coming to the fore in the 1970s, such as Suggest opedia, Silent Way, Community Language Learning, Total Physical Response, and so forth, take into account the affective side of language learning in a ve

19、ry central manner. In the 1970s, fast development of international trade brought on the Functional-notional Syllabus. Since then Communicative Language Teaching (CLT) has had pervasive influence on language teaching in all its phrases and it gives affect its due. CLT has been developed particularly

20、by British applied linguists as a reaction away from structuralism and from grammar-based approaches such as the aural-oral approach which neglected important affective aspects of learning and which were not successful in teaching learners to communicate. CLT appealed to those who sought a more huma

21、nistic approach to teaching, one in which the interactive process of communication received priority. The Natural Approach, developed by Krashen and Terrell (1983), takes affect into consideration in a prominent way. One of the five hypotheses in Krashens theory of second language acquisition (SLA)

22、is the affective filter, and Natural Approach classroom activities are designed to minimize stress. Quite a few Chinese scholars value the roles of affect in Foreign Language Teaching (FLT). Zhang Zhengdong and Huang Taiquan (2000) proposed an FLT principle, that is, Stressing the Learners Affective

23、 Factor, Removing Their Psychological Barriers.As Zhang and Huang point out, good language learners cope effectively with the emotional and motivational problems of language learning. In spite of the difficulties of language shock and stress, they approach the task in a positive frame of mind, devel

24、op the necessary energy to overcome frustration and persist in their efforts. Moreover, certain personality characteristics and attitudes can predispose learners toward the use of appropriate affective techniques. On the other hand, English teaching in China pays undue emphasis upon the development

25、of cognitive capabilities, disregarding the influence of affect in perception. A large number of English teachers is unaware of the importance of negative emotional factors and of ways to handle them. Many students dont know how to overcome problems created by negative emotions and how to create and

26、 use more positive, facilitative emotions. Consequently, in the presence of overtly negative emotions such as anxiety, fear, stress, frustration, isolation, disgust, anger or depression, students optimal learning potential is partly compromised. In brief, the above two aspects have already impeded t

27、he improvement of our educational quality and a more holistic development of our students as individuals and as responsible participants in a healthy society.Chapter 2 The main functions of affect In the view of Rolls, emotion is conducive to cognition. However, we think in EFL teaching there are si

28、x functions of affect, which are described as follows: The first function of affect is that affect can participate in the process of learning, and in the process of changing what is in the lasting resources of the brain. In other words, affective data are themselves stored in the same memory network

29、s along with all other kinds of data, including visual or verbal, auditory or olfactory data, and may even be the kinds of data around which those networks are organized. The second effect is that affective data may call up from long-term memory certain other kinds of data, and these extra data may

30、act as clutter, using up processing capacity and keeping the kinds of data were interested in from being processed efficiently. As we know, there is a constant two-way traffic between the inner resources of long-term memory, and the working memory, metaphorically, the worktable. In EFL teaching, the

31、 two-way traffic may result in a connection not only between the cognitive sides, but also between feelings of elation and enjoyment, or of frustration, defeat and humiliation. And these feelings may in turn bring back with them all sorts of pictures and personalities and assorted tricks for defendi

32、ng oneself, and all of these new elements may act as clutter on the Worktable so that there is less capacity for processing new information. In this sense, affect acts as a contextual retrieval cue, which as with other contextual effects influences the retrieval of memories.The third effect of affec

33、t is that the affective side of feedback influences the shaping and reshaping of the networks of long-term memory. We know that the change or the stability of those networks depends on what feedback the learner receives. Feedback may be cognitive or affective, positive or negative and the source of

34、feedback may be either external or internal. The positive external or internal affective feedback may encourage a learner to continue their interaction in class and keep on trying to finish the oral and written tasks in spite of occasional negative feedback of the external or internal cognitive vari

35、ety.The fourth role is that affect is important in initiating voluntary playback of the English language, and plays a part on response to involuntary playback. Many people find that from time to time bits of the English language get played over in their minds. This phenomenon may be either voluntary

36、 or involuntary. Any voluntary playback that is rewarded by positive emotions and by awareness of having partially realized a driving purpose will be conducive to English learning.The fifth effect is that it can interfere with ones ability to draw on the resources that are already well established i

37、n long-term memory. In a study, Stevick (1999) found that the first volunteer with whom he played the role of an interested conversation partner, without exception, talked more fluently and longer, and came up with a richer, more interesting, more personal image, while the second volunteer with whom

38、 he was a politeChapter 3 Teaching strategies 3.1 Caring about the students and respecting the students Teachers should be the guide of students. Because only if you respect students, can you achieve students trust and respect, and it can make the education teaching toward freedom. For example, when

39、 our students answer the teachers questions with difficulties, teachers should not sarcasm, satire and embarrass, but should work hard to show how and give tips and inspiration to create favorable condition so that students give the correct answer , let the student obtain the joy of success and expe

40、rience the happiness of obtaining the knowledge. The teacher should love students. Savage produce brutal, love produce love. This is the truth of the education .People compare the teachers as candles, gardener, and the engineer of the human soul .So teachers should also be like candles paying their

41、own everything to students, like the elaborate cultivation beloved flowers and trees of gardener . Be kindly care, patient, helpful, treating others as equals, the bosom friend of students. This kind of love is the unity of strict requirement and trust respect to her students is deep concern to the

42、students future. This kind of love should be regular, fair, not only to good students, but also to poor student. The teachers discrimination and eccentric will blow their learning enthusiasm, contuse self-esteem, which make them refuse all the teachers requirements and produce negative mentality, se

43、lf-rejection and ultimately quilt. People s mutual expectations will give great influence on peoples thoughts and behaviors .In fact expectation means a kind of trust which is indispensable part of people spirit life, is affirmation and evaluation of personality .The quality of students partly depen

44、ds on the teacher confidence to the student s ability. Expectation is also a kind of incentive way which can stimulate the students positive and enthusiastic mood, so that they will be able to overcome all the difficulties and conquer all the difficulties, so as to achieve better results. Expectatio

45、n is also a kind of social requirements, and it can make people know how to be loved person and how to respect others. So, a teacher should be full of hope to their students and believe that every student can will gradually improve their own virtue, wisdom, body, etc Each people has hope of being be

46、lieved by others once students get the satisfaction. They will feel encouraged and inspired, will have a great interest and confidence in learning .On the contrary, when losing all confidence, study result will be straightly down.3. 2 creating the scene and experiencing the emotions Making full use of visual teaching methods, English teachers should take advantage of all may used conditions, such as physical, pictures, video, slide show, model, strokes,