在英语教学中教师情感对学生的影响.docx

在英语教学中教师情感对学生的影响.docx

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在英语教学中教师情感对学生的影响

Introduction

“Thelatestpsychologicalresearchshowsthatemotionalfactorsplayapositiverolefortheintellectualposition,tomaintainandregulate”.TheEnglishteachingstaffemphasesonlanguagelearninginthebrainfunctionoftherationalandtheirrationalaspectstotheneglectofdevelopment.Theyneglectemotionalfactorsoflanguagelearning.Emotionalfactorsareagroupofcomplexcombinationofpsychological.Theyareaboutobjectivethingswiththeirownneedsarisingfromtheattitudeofexperience.Itreferstoemotionalmoodandattitudeoflearnersinthelanguagelearning.“Theemotionalstateoflearnerswouldhaveadirectimpactontheirlearning.DouglasBrownwhocamefromtheUnitedStatesconcludedthattheemotionalfactorplaysadecisiveroleinsecondlanguageacquisitionfromhimselfandotherpeople’sresearch.Thelearnerswhofailedtolearnaforeignlanguagecanbeattributedtoavarietyofemotionalbarriers”.“Rogerswhorepresentsthepsychologistshadappliedthehumanisticpsychologyinthefieldofeducation.Hebelievesthatthepurposeofeducationistostimulatestudentstolearnthemotiveofthedevelopmentpotentialofstudentstoformapositiveself-conceptandvaluesystem,sothatstudentsareabletoobtaintheirowneducationeventually.Theeducationprocessisfullofvitality,inordertoachievetheaimsofeducation”.

ThetraditionalEnglishteachingfocusesontheknowledgeinteachingonone-side,andignoresemotionalfactors.Atthebeginningofthenewcentury,China’sMinistryofEducationissueda“NewStandardEnglishCourses”.Wecanseethattheemotionalteachingisconsideredasgreatimportantfactorinthenewcurriculumstandards.Itdoesnotonlyrequireteacherstoteachstudentstheknowledge,capacity-buildinganddeveloptheirEnglishlearningstrategies,butalsoneedteacherstopayattentiontothedevelopmentandtheformationofthepositivefeelingsinteaching.However,teacher’semotionplaysaveryimportantroleinteaching.Therefore,teachermustfocusongivingfullplaytothepositiveroleofemotionteaching.Onlybydoingso,couldstudent’senthusiasmandinterestinEnglishlearningbearoused.Onlywithenthusiasmandinterestinlearning,couldtheoverallimprovementofstudentsbeachievedinthequalityteachingofEnglish.Thispaperconcernstheeffectofteacher’semotiononstudentsinEnglishteaching.

Chapter1TheoryofemotionalfactorsontheapplicationinEnglishclass

1.1Thetheoryofemotionalfactors

WiththerapiddevelopmentofEnglishlanguageteaching,learningEnglishisnolongertheonlygoalofthemasterofbookknowledge,buttherehasbeencommunicationofteachingobjectives.Oflanguageasatool,people-orientedgoalincommunicationhasbeenfullyreflected.Inthisprocess,teachershavethenecessarylanguageskillsisinevitable,anditisimportantbecauseteachersareteachingEnglishintheorganizersandcommanders.However,"know（know）,doitthen（does）".Moreimportantly,doitthen,thatmyteachersteachbyexample.Furthermore,Intoday'sWesterntheoriesofthestudy,Rogers'shumanisticpsychologyemphasizespeople-centered,attentiontohumanself-realization,attentiontohumanemotionandacceptanceofothers,careandrespect.Humanismembodiedintheteachingofthinking,arethe"student-centered"principleofeducationandemotionaltypeofrelationshipbetweenteachersandeducationadvocates.FollowedbyKrashen'smonitortheory.Monitoringtheoryproposedacquisitionoflanguageisthekeytoaneffectivereductionoftheaffectivefilter,namelytoimprovethelevelofmotivation,selfconfidence,eliminateanxiety,studentsinapositiveemotionalstate.ThethirdisthatBandura'sself-efficacy.Thetheoryisthatself-efficacyonthelevelofambition,theexpectedlevelofthelearner'smotivation,interestsandlearninghasanimpactontheemotionalattitude.Highlevelsofstudentself-efficacyareoftenconfident,feelingfull,thecouragetofacedifficultiesinlearning,willingtoredoubletheireffort,untilitreachesthegoal.Thestudentswithlowself-efficacyandviceversa.Thesethreetheoriescorporationsindifferentfieldsbutallfromthesamepointofviewonthelearner'semotionalattitudes,personalvalues,theirpotentialroleinlearning.Inotherwords,anEnglishteacherinteaching,bothforthestudentstoestablishagoodimage,butalsothecorrectuseofpositiveemotionalfactors,sothatstudentsplaceapleasantchangeinlanguagelearning.

1.2Tostirupstudentstoparticipateinclass

TeachersandlearnersarecloselyrelatedbytheemotionalfactorinEnglishteachingintheclassroom.Teacher’semotionplaysanunderestimateroletostimulatestudentstoparticipateintheclassroom.Teachers’position,warmfeelingscanhelpstudentstobuildself-confidence,andinspirestudentstoparticipateinclassroomactivities,intrinsicmotivation,sothatstudentscantakepartintheclassroomactivitiesconsciouslywitharelaxedjoyintheclassroom.Englishteachingintheclassroom,theteachers’emotionisabletostimulatestudentstotakepartinclassroom.

1.2.1Toapplytheprincipleofempathy

Intheclassroomteachingoftheprinciplesofempathy,theteacherswhohavepositivefeelingsareoftenwillingtoputasidethestandardofpersonalreference,andtryfromthedepartmentofreferenceforstudentstolookatthings.Atthispoint,theteacherwouldputtheirownselvesonlearner’sposition,toacertainextent,fromtheperspectiveoflearnerstreattheEnglishclassroomandconsiderdifferentorsimilartotheirownneedsandexperience.Therefore,teachersareabletoplaymanydifferentrolessuchasfriend,bridgeandevenpsychologicalcounselingintheclassroom,inordertoformequality,respect,interactionandharmoniousatmosphereinclassroom.Soteachersandstudentscanunderstandandrespecteachothereasily.Everyonehasmoreorlessfeelingswiththeexchangeofpeople’swishes,sentimentsfeelingcancertainlystrengthenthedesire.Thusemotionalresonancebetweenteachersandstudentscanhelpgeneratepositiveemotionalexperience,likehappier,morerespectful,andshortthepsychologicaldistancebetweenthestudentsandteachers.Tothisend,thestudentswereabletoreducethesuppressionofself-protectionandemotionalfactors,andtodispelconcernsandfeelingsofinsecurity,inordertoactivelyintegrateintotheclassroomcommunicationactivities.Theemotionalfactorsinfluencetheprocessoflanguageacquisitionandeffectively,andtoenhancestudents’self-confidenceandsenseofparticipationintheclassroom.“Modernpsychologicalresearchshowsthatemotionisthefirstelement.Thatisemotionalpower.Thereforetheteacherswhoreallyfocusonthepositivefeelingsintheclassroomwillbeconcernedwitheachstudentequallytohaveequalopportunitytoparticipateinclassroomactivities.DuetorelativelypoorcommandofEnglishstudentswholackofself-confidenceinclassroom,theyappearbadfeelingsmoreeasilylikeanxiety,atthesametime;teachersbecameemotionalinvestmenttohelpestablishtheconfidenceoftheirforeignlanguagelearningandculture-lovingcrucialpoint”.Englishteachersputmoreemotioninthevalueofstudentsincommonandpersonalityintheclassroomandguidestudentstothelevelofchallengeintheirownlanguage.Theydonotonlyhelpstudentslearnaforeignlanguagetoidentifythetarget;butalsofosterstudentstoachievethisgoalstep-by-step,andenhancetheirself-confidence.Thereisnodisputethoseonlystudentscanberespectedandbeconcernedabout,beunderstood,beappreciatedintheclassroomcommunicationactivities.Studentswillarouseself-confidenceandambition,andeffortstoputintopractice,andpartofit.

1.2.2Tocreateanactivespaceforstudentsinclass

Teacher’swordsanddeedsareoftenagreatimpactonstudentsinclass.Studentscangettheimpressionfromthefacialexpressions,voicewithered,figure,andthesignofthechangingexperienceoftheteachers.Teacherswhoreallyinvesttheiremotioninclasswillbeinfectedwithfullenthusiasmofstudentsandusuallyusetheopportunitytoactivelyencourageandguidethestudentstotaketheinitiativeintotheclassroomactivities.Teachersoftenuseemotionalinvestmentinnon-verbalbehavior,thatis,thebodylanguagetoexpressthemselvesandwhattheywanttosay,tomakeupforthelackofsoundlanguage.Teachersspeakthelanguagewitheredsoft,warmvoice,aswellasfacialexpressionshasatransferfunctionandappeal.TeachersshowthestudentsagenuineconcernandcordialguidewillnotonlyeasetheexchangeofstudentsinEnglish,theirthoughts,feelingsofanxietygeneratedintheinvestmentsentiment,atthesametime,makethestudentsfamiliarwiththelanguageofindividual“error“.Itdoesnotstopstudents’progress,butitcanhelpstudentstouseEnglishtoconductaneffectivewayofcommunicationactively.Thusteachers’emotioncancreatethelooselanguageenvironmentforthestudents,andwillhelptoencouragestudentstoshakeoffdepression,andlowself-esteemofthepsychological,andthenobtainthepowerofsocialre-participationactivelyinclass.

Psychologistspointedoutthattheharmonyoftheclassroomatmosphereisdemonstratedanimportantpsychologicalenvironmentfreedomandcreativityofstudents.Intheclassroombadatmospherewillcausedepressionandasenseofinsecurityofstudents,sothatstudentscannotcreatethingsfreelyandthenhaveapsychologicalalert.Tothatend,studentscanlearnmoreenthusiasm,andthewillingwhichusethetargetlanguagetoparticipateinsocialactivitiesinahappyrelaxedsenseofse