TheRoleofEmotionalFactorsinEnglishLearningWord文档下载推荐.docx

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Englishlearningandputsforwardthecorrespondingteachingstrategies.

Amongthem,andmainlystartingfromthedefinitionofemotionalfactors,wedivideemotionalfactorsintotwokindsinEnglishstudy.Respectively,theyaretheindividualemotionalfactorsofmiddleschoolstudentsandtheemotionalfactorsbetweenmiddleschoolstudentsandmiddleschoolstudentsandbetweenstudentsandteachers.Andweexplainandstatethetwokindsofemotionalfactorsindetailandfindoutthecorrespondingteachingstrategies.And,theindividualemotionalfactorsincludelearningmotivation,confidence,attitude,personalityandanxietyandsoonfivekindsofemotionalfactors.Theemotionalfactorsbetweenmiddleschoolstudentsandmiddleschoolstudentsandbetweenmiddleschoolstudentsandteacherscontainsuchasempathy,classroomcommunication.

Finallythethesisproposesthatweshouldpaymoreattentiontotheemotionalfactorsofmiddleschoolstudents'

Englishlearning,butalsocan'

tignoretherearestillsomedeficienciesandproblemsinthestudyofemotionalfactorsinourmiddleschoolstudents'

Englishlearning,andconstantlydeepentheresearch,soastocreateagoodenvironmentformiddleschoolstudents'

EnglishlearningtoimprovetheefficiencyofEnglishlearning.

关键词：

Emotionalfactors;

Middleschoolstudents;

Effect

一、Theintroduction

Untilthe1970sthefocusofsecondlanguageacquisitionisateacher,thefocusisonlookingforbetterwaysofteaching,soallkindsofteachingmethodscomeintobeing,suchasaudio-visualmethod,thesuggestedmethod,comparisonmethod,cognitivemethod,etc,buttheworkisnotverygreat.Withtheriseanddevelopmentofhumanisticpsychology,thecontinuousdeepeningofthereformofforeignlanguageteaching,ashiftofforeignlanguageteachingmodehasgraduallyshiftedfromthetraditionalteacher-centeredtostudent-centered.Sovariablesthataffectlanguagelearning,suchasthelearningmotivation,personalityandsoonhavereceivedtheunprecedentedattention.Lotsoftheoriesandresearcheshaveshownthatinmiddleschoolstudents'

Englishlanguageteaching,emotionalfactorsaremoreimportantthancognitivefactors.Tosomeextenttheyplayastart-upandactivationtopeople'

scognitiveactivities,soastobecomethedirectcauseofthelearningactivitiesthataffectmiddleschoolstudents'

learningbehaviorandefficiency.ThereareseriouslyinformedseparationphenomenoninmiddleschoolEnglishteachinginChina,theone-sidedemphasisonthecognitivefactorsoflanguagelearning,andignoringtheeffectofemotionalfactorsinlanguageteaching,thusleadthephenomenon“longperiod,largeinvestment,lowreturns”thathasalwayshauntedthemiddleschoolEnglishteachersandlearners.So,weshouldincreaseexplorationtostudytheeffectofemotionalfactorsonthemiddleschoolstudents’Englishlearningandfindoutthecorrespondingteachingstrategies,soastobetterimprovemiddleschoolstudents

’Englishlearningefficiency.

1、情感因素的定义

情感是人们对客观事物是否符合自己的需要而产生的态度的体验。

在语言教学中，情感是指学习者在学习过程中的感情、感觉、情绪、态度等（Amold&

Broun,1999）。

从教育心理学的角度看，学习过程中影响学习效果的最大因素之一是学习者的情感控制。

（束定芳等，1996：

46）积极的情感能创造有利于学习的心理状态，而消极的情感会影响学习潜力的正常发挥。

大量事实证明情感因素在英语教学和学习中不容忽视，学生、教师、课堂各方面都能导致情感障碍的产生。

Krashen（1981）提出五大假说理论中的第五假说为情感过滤（Affec-tiveFilterHypothesis）:

情感屏障妨碍语言习得者充分利用可理解输入，当情感屏障强时，习得者也可能听懂或读懂语言输入，但输入到达不到语言习得机制。

1.2英语语言学习中情感因素的分类。

Englishteachingisdifferentfromothersubjectsteaching,languagecommunicativefunctiondeterminesthelanguagelearningismoreofaskillratherthanpureknowledgelearning.Middleschoolstudents’emotionalfactorsdirectlyrestricttheEnglishteachingandlearningbilateralprocessandteachingquality.Emotionisthepromoterofmaintainlearningmotivation,ifemotionplayarolewell,wecanstartlearningenergy,arousetheenthusiasmofmiddleschoolstudents,andreleasethelearningpotentialandsolvepsychologicalproblemsinthelearningprocess.TheemotionalfactorsthatinfluenceEnglishstudyformiddleschoolstudentscanbedividedintotwomajorcategories（Daiweidong,shudingfang,1994）。

第一类是中学生的个别情感因素,包括学习动机、自信心、态度、性格及焦虑等。

（1）学习动机——分为内在动机（intrinsicmotivation）和外在动机（extrinsicmotivation）。

前者指学习受内在因素支配和推动、如兴趣、求知欲、好奇等；

后者指学习被外力推动，受外

部情景支配，如升级和升学、表扬、成绩分数、奖励等。

内部动机和外部动机相结合称为整合动机或综合动机（integrativmotivation），虽然外在动机也有利于第二语言的学习，但更重

要的是内在动机。

内在动机是外语学习取得长远成就的重要前提。

（2）Self-confidence-isakindofpsychologicalcharacteristicoftrustthatreflectsindividualfortheirabilitytosuccessfullycompleteanactivity,isapositiveandeffectivecharacteristicsofconsciousnessandpsychologicalstatethatcanexpressofselfworth,selfrespectandselfunderstanding.Theself-confidenceofindividual’sdifferencescaninfluencethedifferentleveloflearning,employment,achievementandotheraspectsofindividualpsychologyandbehavior.

（3）Attitude-peopleintheirownmoralityandvaluesbasedontheevaluationofthingsandbehaviortendency.Attitudeperformsininnerfeelings,emotionandintentionoftheoutsideworldthingsthreeaspectsoftheconstituentelements.Activatinganyperformanceelementinattitude,itwillcausethecorrespondingresponseoftheothertwoelements.Thisistheconsistencyoffeeling,emotionandintention.

（4）Character-apersoninthestabilityoftheattitudetowardsrealityandaccustomedtothebehaviorofthepersonalitycharacteristics.Itrepresentsaperson'

smoralcharacter,influencedbythepeople'

svalues,theoutlookonlifeandworldoutlook.Characterisgraduallyformedintheaftersocialenvironment,isthecoreofpeople'

spersonalitydifferences.

（5）焦虑——外语学习中最大的情感障碍，它是指个体由于预期不能达到目标或者不能克服障碍的威胁，使得其自尊心与自信心受挫，或使失败感和内疚感增加而形成的紧张不安，带有恐惧感的情绪状态（王银泉，万玉书，2001）。

焦虑给外语学习造成恶性循环，紧张和害怕影响精力和注意力，但是焦虑是可以克服的。

第二类是中学生与中学生之间以及中学生与教师之间的情感因素,如移情及课堂交流等等。

Stern认为“学习，特别是语言学习是一次情感的经历，而语言学习过程所诱发的情感，对于语言学习者的成功或失败起着关键作用”。

因此，在英语教学中，教师应注重发挥自己和学生两方面的积极情感要素，避免消极情感因素，才能使英语教学过程更具动力性、调节性、渗透性和启迪性。

2,Theinfluenceofmiddleschoolstudents’individualemotionalfactorsonEnglishlearninganditsteachingstrategies

2.1Theeffectofmotivationonmiddleschoolstudents'

Englishlearninganditsteachingstrategies

LinguistsJeremyHarmer（1991）definedmotivationas:

motivationistheinternalmotivationtoencouragesomeonetorealizesomebehavior.Ifwewanttoreachacertaingoal,andthisgoalisveryattractive,wewilltryourbesttoachievethisgoal.ThefactshowsthatmiddleschoolstudentswhosemotivationsarestrongwillhavehighEnglishlearninglevel,andthestudentswhosemotivationsareweakorevennohavethelowEnglishlearninglevel.Teachersshouldtrytoimprovemiddleschoolstudents’learningmotivation,soastoimprovethelevelofmiddleschoolstudents’Englishstudy.

Teacherscanimprovemiddleschoolstudents'

motivationtolearnEnglishthroughthefollowingthreeteachingstrategies:

1）Trytomakelectureslivelyandinteresting.Teacherscanletstudentsintheclassroomdiscusstopicsofcommoninterest,thenteamgame,theycansendsomeprizestothewinningteam.Onlybymakingstudentsinterestedincanarousetheenthusiasmofstudents,learningdesire,thusenhancemotivationtolearnEnglish.

2）Thestudentsafterclassgrouping,interestingactivitiesinEnglish.Eachgrouphasthreetofivepeople,includingstudentswhohaveahighEnglishlevelandanarticulatestudent.TheycanwatchanEnglishmovie,andthisgroupofstudentscanrepeatthemoviecontentinEnglishintheformofsolitaireactivity.Theactivitycanberecordedintheformofvideototheteacherorotherstudents,foralltodiscuss.Thiscannotonlymakethedistancesoclosebetweenteachersandstudents,butalsoenhancethestudents’feelingsbetweeneachother,andhaveapositiveeffectofmotivationtoimprovemiddleschoolstudents’Englishlearning.

3）Makethestudentascenter.Teachersshouldbaseontheiraptitudes,communicateandexchangewithstudentsasmuchaspossible,takestudentsastheirfriends,consideraproblemfromtheperspectiveofstudents.Harmoniousrelationshipbetweenteachersandstudentswillhaveangreateffectonimprovingmiddleschoolstudents'

motivationtolearnEnglish.

2.2Theeffectofself-confidenceonmiddleschoolstudents'

Self-confidencereferstotheevaluationofapersontooneselfknowledgeandability.Confidenceplaysaveryimportantroleineveryone’slife.Middleschoolstudentswhohavestrongself-esteemwillhavehigherEnglishlearninglevel,especiallyinspokenEnglish,andmiddleschoolstudentslackingself-confidence,areafraidtobewrongandisnotwillingtocommunicate,sotheyhavethelowlevelofEnglishlanguageoutput.Improvingthelevelofconfidencehasveryimportantsignificance

toimprovetheEnglishlearning.Studentsthemselvesshouldestablishconfidence.Atthesametime,teachersshouldalsotryto