AffectiveFactorsinEnglishTeachingWord文档格式.docx

AffectiveFactorsinEnglishTeachingWord文档格式.docx

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CognitiveFactor;

EnglishTeaching

I.Introductioo

Foreignlanguageteachinghasbeinghighlightedtherationalityofbrainandthefunctionofcognitionwhileneglectingthedevelopmentofirrationalityforsomanyyears,resultingintheemotionalilliteracy.Asthedevelopmentofhumanisticpsychology,theaffectivefactorsarepaidmoreandmoreattentiontothelanguageteaching.InordertomaketheEnglishteachingdevelopmoresmoothlyandideally,theEnglishteachersmustfocusontheaffectivefactorsintheEnglishteachingandarehopedtotakeactionsintopracticetoenhancethequalityofEnglishlanguageteachingbyusingthetheoryoftheaftectivefilterhypothesis.（项茂英，2003）

．

II.AffectiveFactors

2.ITheDenitionofAffect

One'

saffecttowardaparticularthingoractionorsituationorexperienceishowthatthingthatactionorthatsituationorthatexperiencefitsinwithone'

sneedsorpurposes,anditsresultingaffectonone'

semotions（Dulay,Burt&

Krashen,1982）.InEnglishteaching,a朊ctwillbebroadlyconsideredasaspectsofemotion,feeling,moodorattitudewhichconditionbehavior（Amold&

Brown,1999）.Researchershaveshownthelearners'

affectandstatedirectlyinfluencetheirstudy'

sbehaviorandresults.

2.2TheScopeofResearchfortheAffectiveFactors

TherearesomanyaffectivefactorsinfluencetheEnglishteaching,suchasmotivation,self-confidenceandanxiety,Krashencallsthem"

theaffectivefilterfactors"

.ButinthepracticalEnglishteaching,therearesomeotherfactorsinfluencetheEnglishteaching,includingattitude,inl1ib山on,self-estcem,extrovcrsionandintroversion,empathy,classroomtransactio11Sandcross-culturalprocessesandsoon.Thefollowingwillshowthefourmainfactorsofthemwhichaffecttheforeignlanguageteaching.

2.2.1Motivation

Itcanbedefinedasaninnerdrive,impulse,emotionordesirethatmovesonetoaparticularaction（Brown,1987）.lntheearlyworkofGardnerandLambert（J972）,motivationwasseentobedividedit1totwoverygeneralorientations:

integrativeandinst11.11nental.Theformerreferstoadesiretolearnthelanguageinordertorelatetoandevenbecomepartofthetargetlanguageculture,suchaspassinganexamorfindingajob.Thelatterhastodowithpracticalreasonsforlanguagelearning,sucbasgettingapromotion（Arnold,1999）.Ellis（l994:

508-517）madeacomprehensiveinduction,besidesthel\voabovekinds,therearealsoresultmotivation（derivingfromthesuccessfulstudy）,targetmotivation（innermotivation,whenthelearnersdodifferenttaskstheywillenjoydifferentinterest）,controlmotivation（inordertocontrolthelearnersofthetargetlanguage,theyhavetolearnthelangtiage）.Tbebettertheacbievemeotis,themoreintensetbemotivationis,tbemoreactivelythestudentsperform.Whenthestudentsthen1Selvescanmaketheaimsandwaysofstudyandappraisaltheprocessofstudy,theinnermotivationismoremotivated.ArnoldandBrownmadeageneraldifference:

extrinsicand血rinsic

.

motivation.Thefonnercomesfromthedesiretogetarewardoravoidpunishment;

-

thefocusisonsornetbingexternaltothelearomgactivityitself. Withintrinsic

motivationthelearningexperienceisitsownreward.Researchindicatesthat,whileextrinsicmotivationcanalsobebeneficial,learningismostfavorablyinfluencedbyintrinsicorientations,especiallyforlong-termretention.Itisclearthatmotivationisa阻·

oupoffactorswhichstimulatesone'

sbehaviorandpointsoutone'

sdirection,itiscrucialtothesecondlanguageacquisition.（戴曼纯，2000）

2.2.2Self-confidence

Itisanotherimportantaffectivefactorforthefore心1languageteaching,itisthebasisofpsychologythatonegetstosuccessandself-ratetoworthiness,nomattercognitionoraffect,self-confidenceiscrucialtothem.Alargenumberofstudieshavebeenshownthatwhenseltconfidenceisprotectedandencouraged,thestudents'

cognitiveactivitiesarebest,sowhetherwecancultivatethestudents'

self-confidenceorhow

muchwecancultivatewilldecidewhethertheteachersteachthemsuccessfully,asuccessf