英语学习中的心理情感因素Word文档下载推荐.docx

英语学习中的心理情感因素Word文档下载推荐.docx

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英语

班级

姓名

学号

指导教师

蒋梅巧

2014年05月

毕业论文独创性声明

本人郑重声明：

所呈交的毕业论文是本人在导师的认真指导下，独立进行研究工作所取得的研究成果。

除文中已经注明引用的内容外，本论文不包含其他个人或集体已经发表的学术成果，也不包含为获得宁波大红鹰学院或其它教育机构的学位证书而使用过的材料。

对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式表明。

如本文涉及上述声明及其它任何知识产权纠纷，本人将承担一切责任。

学生签名：

日期：

年月日

OnPsychologicalandAffectiveFactorsinEnglishLearning

By

AThesis

SubmittedtotheCollegeofHumanities

InPartialFulfillmentoftheRequirementsfor

TheDegreeofBachelorofArts

UndertheSupervisionofMsMeiJiangqiao

Abstract

AffectivefactorsarethemostimportantfactorsinEnglishstudying.Thesefactorsincludeemotion,feelings,mood,manner,attitudeandsoon.Allthesefactorsdecidetheinputandoutputofthesecondlanguage.Withthedevelopmentoftheprogressofthesociety,theemotionaleducationmoreandmoregetspeople'

sattention.Manypsychologistsbelievethatpeople'

semotionaldevelopmentandintelligenceareequallyimportant.Amongalltheaffectivefactors,languageanxietyhasbeenregardedasthemostimportantelementinthelanguagelearning.ThissortofemotionwillhavenegativeeffectsontheEnglishlanguagelearning.ThisarticlewillthroughthecombinationofpsychologicalfactorsandemotionalfactorstoillustratetherelationshipandeffecttolearnEnglish,andaccordingtotheresearchrelatedtheoryastheguidanceofdomesticandforeignlinguistsandpsychologists,toexplorethepsychologyofEnglishlearning.（

KeyWords:

psychologicalandaffectivefactorsEnglishlearning（3-5个关键词）

摘要

情感因素是第二语言学习的重要因素。

情感因素包括学习者在学习过程中的感情，感觉，情绪，态度等。

所有这些情感因素决定语言学习者语言的输入和输出的比例。

随着社会的进步发展，情感教育越来越受到人们的重视。

许多心理学家认为，人的情感发展与智力同等重要。

在所有情感因素中，语言焦虑被认为是外语学习的最主要因素。

本文将通过心理因素与情感因素相结合的来阐述对于学习英语的关系与影响，并以国内外语言学家和心理学家研究的相关理论作为指导，探索英语学习中的心理学。

关键词：

心理因素情感因素英语学习

Contents

1.Introduction4

2.LiteratureReview4

3.DefinitionsofPsychologicalandAffectiveFactors5

4.ClassificationsofPsychologicalandAffectiveFactors5

4.1FromthePerspectiveoftheImpactonLearners5

4.1.1PositivePsychologicalandAffectiveFactors5

4.1.2NegativePsychologicalandAffectiveFactors7

4.2FromthePerspectiveofReasonsfortheFormation8

4.2.1SocialPsychologicalandAffectiveFactors9

4.2.2ImpersonalPsychologicalandAffectiveFactors10

4.2.3PersonalPsychologicalandAffectiveFactors.13

5.TheRelationshipbetweenPsychologicalandAffectiveFactorsinEnglishLearning14

5.1ImprovingEnglishLearning15

5.2HinderingEnglishLearning16

6.Conclusion16

WorksCited16

Acknowledgements18

1.Introduction

RecentworkinappliedlinguisticshasextendedthestudyofpsychologybeyondtheteachingofEnglishitself.Theconceptof“psychology”itselfiscertainlynotanewone.Whatisnew,however,istheinterestintheanalysisoftheeffectofaffectivefactorsinEnglishstudyanditsimplicationsinEnglishteaching（Aida1994）.Withthedevelopmentofappliedlinguisticsandpsychologicalanalysis,linguistsarenolongersatisfiedwithsurface-levellinguisticdescription,butturntoseekdeeperpsychologicalfactors,thatis,affectivefactorsinEnglishlearning,thususingpsychologicalfactorsanalysisasapowerfultoolforEnglishteaching.TheaffectivefactorsareimportantpartsinfluencingEnglishlearning.Littleresearch,however,hasbeencarriedoutontheimplicationsofaffectivefactorsinEnglish.Therefore,thestudyisexpectedtofillupagapinthisfield.Englishisoneoftheworldiswidelyappliedincommunicationlanguage,hundredsofmillionsofanyonewhouseitmostofthemarenativecountry.ThisshowsthatwhatisbeyondthereachofeveryonetolearnEnglishwellisnotadifficultthing.However,westillhavequiteanumberofcollegestudentscan'

tmasteranduseEnglishverywell.Englishisconnectedpsychologicalaffective.TheinfluenceofpsychologicalfactorsonEnglishlearningisdynamic,complexandchangeable,itsconsequencesisnotinstant,afteroveraperiodoftimeofresonanceappearedgradually.Ithasalonghistoryaboutinterestinaffectivefactorsineducationabroad.Since1970s,theinterestinthefieldofforeignlanguagelearningandteachinghasbeenraised.Inferencesofaffectivefactorshavebecomethemajorconcerninthisresearchfield.Manyresearchershavestressedtheimportanceofunderstandingaffectivefactorsinsecondlanguagelearning.Forexample,Arnold（2000:

2）givesouttworeasonstoexplaintheimportance.Firstly,“attentiontoaffectiveaspectscanleadtomoreeffectivelanguagelearning”.Secondly,attentiontoaffectiveaspectscancontributetothewhole-persondevelopment,whichis“beyondlanguageteachingandevenbeyondwhathastraditionallybeenconsideredtheacademicrealm”.Eills（1994:

483）alsopointsoutthat“learners‟affectivestatesareobviouslyofcrucialimportanceinlearningoutcomes”.Itcanbededucedthataffectivefactorsdoplayasignificantroleinbothforeignlanguagelearningandteaching.Threefactors:

motivation,self-confidenceandanxietyhavebeenchosentostatetheirimportantfunctions.

2.LiteratureReview

Abroadinnearly10yearsofsocialpsychologyresearchresultsshowthatsocialinfluencetothesuccessofforeignlanguageteachingisaverykeyfactor.IntheUnitedStatesandCanada,socialpsychologicalfactorsinfluenceonforeignlanguagelearninghasarousedpeople'

sgreatattention,andformedthespecialresearchsubject.Beforethis,peoplejudgethestandorfallofastudents'

foreignlanguagelearningismainlybasedonhowthestudentlearningforeignlanguagetalentanddiligence.Researchshowsthatdirectlyaffectstudents'

foreignlanguagelearningaptitudeandhardwork,toalargeextentalsodependsonthestudents'

psychologicalemotionalfactors.Psychologicalemotionalfactorscaninfluencestudents'

learningprocess,andthepsychologicalemotionalfactorsastheimportantfactorsthataffectlearning,makestudentsfullyunderstandandovercometheobstaclestothepsychologicalemotionalfactorsinEnglishstudy.Englishlearninghastheveryhighresearchvalue.Soinrecentyears,manyexpertsandscholarswiththepsychologicalemotionalfactorsresearchasanimportanttopic.Onthebasisofpredecessors'

research,thisarticleembarksfromtheanalysisofthementalemotionalfactorsinEnglishstudy,fromthepsychologicalemotionalfactorsdefinedathomeandabroad,thecontentsofthepsychologicalemotional,psychological,emotionalfactorsandtherelationshipbetweentheEnglishlearningofrelatedresearch.

3.DefinitionsofPsychologicalandAffectiveFactors

Factorsareeventsoforrelatingtoordeterminedbypsychology.Psychologyisthescientificstudyofmentalfunctionsandbehaviors.Thesefunctionsincludeperception,cognition,attention,behavior,interpersonalrelationshipsemotion,motivation,brainfunctioning,andpersonality（Gulzar2009）.

Psychologicalknowledgeisoftenappliedtotheassessmentandtreatmentofmentalhealthproblems,itisalsodirectedtowardsunderstandingandsolvingproblemsinmanydifferentspheresofhumanactivity.Themajorityofpsychologistsareinvolvedinsomekindoftherapeuticrole,practicinginclinical,counseling,orschoolsettings.Manydoscientificresearchonawiderangeoftopicsrelatedtomentalprocessesandbehavior,andtypicallyworkinuniversitypsychologydepartmentsorteachinotheracademicsettings（e.g.,medicalschools,hospitals）.Someareemployedinindustrialandorganizationalsettings,orinotherareassuchashumandevelopmentandaging,sports,health,andthemedia,aswellasinforensicinvestigationandotheraspectsoflaw.

Affectivefactorsareemotionalfactors,whichinfluencelearning.Theycanhaveanegativeorpositiveeffect.Negativeaffectivefactorsarecalledaffectivefiltersandareanimportantideaintheoriesaboutsecondlanguage.

4.ClassificationsofPsychologicalandAffectiveFactors

Psychologyisthestudyofpsychologicalphenomenonandthelawofoccurrenceanddevelopmentofscience.

Processofcognition,emotionwillgenerallyreferredtoasthementalprocess,thethreeprocessisconnectwitheachother,promoteeachother,unitytogether.Duetothenatureofeachpersonisdifferent,differentlivingconditions,influencedbytheeducationofdifferent,inpracticeisdifferent,sothepsychologicalprocessineachandalwayswithpersonalcharacteristics.Thathaseveryone'

sinterest,ability,temperament,andpersonalitydifferences.

Weoftensay"

love"

isthe"

emotion"

.Asusualsays"

nervousdisease"

isactually"

psychosis"

.Says"

psychological"

and"

emotional"

theoryofdifference;

Psychologicalcontainsemotion;

sentimentisamanifestationofpsychological.

4.1FromthePerspectiveoftheImpactonLearners

Englishlearningisdifficultoccupied34.18%,moredifficultaccountedfor12.50%.Don'

tlikeEnglishverymuchaccountedfor17.09%.Whatisthereason?

Thepaperhascarriedonthedeepstep.AllthestudentshaveastrongdesiretolearnEnglishwell.ThinkyoulearnEnglishbetterandbetterthestudentslikeEnglish,wecanseesomeofinterestinEnglishmaterials,newspapers,audioandvideoproducts.StudyEnglishhardstudents,areworriedabouttheirEnglishlearningconditionandhavenoconfidence.Tothinkoneselfislearnbad,inthesubconsciousfear,aversiontolearningEnglish,learningEnglishcan'

tconcentrate,spendalotoftimeonEnglishlearningbutlearningisverypoor.ThestudentsalwayswanttoescapelearningEnglishwhoexpecttohaveinventedaquickeasywaytolearn.Itisnothardtoseefr