AffectiveFactorsinEnglishTeaching.docx

AffectiveFactorsinEnglishTeaching.docx

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AffectiveFactorsinEnglishTeaching

【Abstract】Affectivefactorsplayasignificantroleinlanguageteachingandleammg.Thispaperarguesthatlearning-cognitionandemotion-arenowseparatedfromeachotherinEnglishteachinginChina,whichattachestoomuchimpo1iancetocognitivesideoflangi.iagelearningwhileneglectingthe和nctionofaffectivefactors.SomerelevantproblemsareexposedinEnglishteachingwithaquestionnaire.AdetailedanalysisisgiveninthispaperaboutthefunctionsofaffectivefactorsonlanguagelearniI1g.Somesuggestionsareputfo1wardonthisbasis.

【KeyWords】AffectiveFactor; CognitiveFactor; EnglishTeaching

I.Introductioo

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

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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

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motivation.Thefonnercomesfromthedesiretogetarewardoravoidpunishment;

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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