SSM的论文.docx

SSM的论文.docx

《SSM的论文.docx》由会员分享，可在线阅读，更多相关《SSM的论文.docx（14页珍藏版）》请在冰豆网上搜索。

SSM的论文

浙江理工大学科技与艺术学院

英语专业本科学年论文

论文题目TentativeAnalysisontheInfluenceofAffectiveFactorsinEnglishLearning

论文题目浅析英语学习中情感因素的影响

班级

学号

作者姓名

指导教师

完稿时间

Abstract

Awell-knownlinguistGregThomsononcesaid:

Theprincipleofforeignlanguagelearningissocomplicatedthatnobodycouldmakeitclear;buttheprocessofmasteringaforeignlanguageissosimplethatthereisnoneedtomakeitclear.Asanessentialtoolforcommunicationandcooperationaswellasanimportantpartofnationalculture,Englishlearninghasbeenpaidgreatattention.HowtolearnEnglish?

Ishardworkingleadingtosuccess?

Aretraditionalmethodsstillwork?

OronlyinEnglish-speakingcountriescanwehaveagoodcommandofEnglish?

Foralongtime,Englishlearninginourcountryhasexcessivelylaidspecialemphasisoncognitionandneglectedaffectivefactors.Krashen,anAmericanlanguageeducator,consideredthatprovidingstudentsalotofsuitablelanguageinputdoesn’tmeanthatstudentscanlearntargetlanguageverywell.Theprocessofsecondlanguageacquisitionisalsoinfluencedbyaffectivefactors.Affectionistherelatedissuesthatinfluencethestudents’learningprogressandresult,includingone’sinterest,motivation,self-confidence,andsoon.Inthepastfewdecades,peoplehavealwaysbeenpursuingtheeffectivemethodsoflearning,fromtrainingandpracticingtogrammarlearning.Nowpeoplestarttofocusonaffectivefactorsandhavegotsomegoodresult.ThepaperstatestheimportanceandinfluenceofaffectivefactorsinEnglishlearning,suchasmotivation,anxietyandself-confidence.Intheaspectofaffectivefactors,itcannotonlypromotestudents’initiativeinEnglishlearning,butalsowillimprovestudents’academicprogress.So,caringforaffectiveeducationinEnglishlearninghasaprofoundsignificance.

KeyWords:

Affectivefactors;Englishlearning;influence

摘要

著名语言学家GregThomson曾经说过：

外语学习的原理是如此之复杂，以至于没有人能说清楚；但掌握语言的过程又是如此之简单，以至于不需要说清楚。

作为交流与合作的一项必要工具以及民族文化的一项重要组成部分,英语学习受到人们极大的重视。

如何学习英语?

是不是勤奋就能成功?

传统的方法是否依旧有效?

还是只有在说英语的国家我们才可以很好地掌握英语这一语言?

很久以来，在我国英语学习人们尤其关注认知能力而忽略了情感因素。

美国语言学家克拉申认为，提供给学生大量适宜的语言输入并不意味着学生能够把目的语学好。

第二语言悉得的过程还受到情感因素的影响。

情感是影响学生学习过程和结果的有关因素，其中包括兴趣、动机、自信心等。

在过去的几十年里，人们一直在追求有效的学习方法，从题海战术到语法学习。

现在人们开始注重情感因素并且已经取得了良好的成果。

本文阐述了情感因素如动机、焦虑和自信心在英语学习中的重要性及影响。

情感因素不仅可以促进学生学习英语的积极性，还能提高学生的学习成效。

所以，在英语学习中注重情感教育意义深远。

关键词：

情感因素；英语学习；影响

Contents

Introduction----------------------------------------------------------------------------------------------1

1.GeneralDescriptionofAffectiveFactors---------------------------------------------------------1

1.1TheConceptofEmotion-----------------------------------------------------------------------1

1.2AffectiveFactors--------------------------------------------------------------------------------2

1.2.1Motivation---------------------------------------------------------------------------------2

1.2.2Anxiety-------------------------------------------------------------------------------------2

1.2.3Self-confidence---------------------------------------------------------------------------3

2.TheInfluenceofAffectiveFactorsinEnglishLearning----------------------------------------3

2.1TheCharacteristicsofEnglishLearning-----------------------------------------------------4

2.2SignificantRoleofAffectiveFactors---------------------------------------------------------4

2.2.1EffectsofNegativeAffectiveFactors--------------------------------------------------4

2.2.2EffectsofPositiveAffectiveFactors---------------------------------------------------5

2.3InfluenceofAffectiveFactorsinEnglishEfficiency---------------------------------------5

2.3.1InfluenceofMotivation------------------------------------------------------------------5

2.3.2InfluenceofAnxiety----------------------------------------------------------------------6

2.3.3InfluenceofSelf-confidence-------------------------------------------------------------8

3.FocusonAffectiveFactorstoImproveLearningEfficiency----------------------------------9

3.1ApproachestoReinforceMotivation-------------------------------------------------------10

3.2MethodstoOvercomeAnxiety---------------------------------------------------------------11

3.3MeanstoIncreaseSelf-confidence-----------------------------------------------------------12

4.QuestionnaireSurvey------------------------------------------------------------------------------12

4.1Interview----------------------------------------------------------------------------------------12

4.2ResearchSubjects------------------------------------------------------------------------------13

4.3ResultsDiscussion-----------------------------------------------------------------------------13

Conclusion---------------------------------------------------------------------------------------------15

Introduction

ItiswidelyagreedthatEnglishhasplayedanimportantroleininternationalstageandexertedasignificantinfluenceoncommunicationandconnect.Asaresult,itisanurgentneedtopaymuchattentiontothinkingabouttheappropriatemethodstolearnEnglish.InEnglishlearning,affectivefactorswillbebroadlyconsideredasaspectsofemotion,feeling,moodorattitudewhichconditionbehavior.Inthefieldsofappliedlinguisticsandsecondlanguageacquisition,affectivevarietieshavebeenpaidtoomuchattention.Agreatnumberoflinguistsandscholarshavedeliveredagreatamountoftopicsandargumentsformorethanonehundredyears.However,littleempiricalevidenceisavailabletounderstandmotivationalpatternsincludinganxietyandself-confidenceinChina,atypicalforeignlanguagelearningsetting,wherelearnersuseChineseinmostareasofsociallife.ThisthesisaimstodiscusstheeffectsandinfluencesofaffectivefactorsinChinesestudents’Englishlearningprocessthroughthreemajoraffectivevarieties:

motivation,anxietyandself-confidence.ThethesisistofindoutthewayhowtoovercomethenegativeeffectsduringChinesestudents’Englishlearningprocessinordertoimprovestudyefficiencyandtodeveloptheabilityofself-fulfillness.

1.GeneralDescriptionofAffectiveFactors

One’s“affect”towardsaparticularthingoractionorsituationorexperienceishowthatthingorthatactionorthatsituationorthatexperiencefitsinwithone’sneedsorpurposes,anditsresultingeffectonone’semotions（Dulayetal.,1982）.InEnglishlearning,emotionwillbebroadlyconsideredasaspectsoffeeling,attitudeormoodwhichconditionbehaviour.ThereareanumberofaffectivefactorsthatinfluenceEnglishlearning,suchasmotivation,self-confidence,cooperativespiritandanxiety;allthesefactorsareKrashen’s“affectivefilter”.Manyresearchershavepointedoutthatlearners’affectionandstatehaveadirectimpactontheirlearningbehaviourandresults.

1.1TheConceptofEmotion

Arnold（Ed.1999）definesaffectintermsof“aspectsofemotion,feeling,moodorattitudewhichconditionbehaviour”,whileDickinson（1987）describesitasbeingconcernedwiththelearner’sattitudetowardsthetargetlanguageandusersofit,andwithhis/heremotionalresponses.Hesaidthataffectisatermthatreferstothepurposiveandemotionalsidesofaperson’sreactionstowhatisgoingon.

1.2AffectiveFactors

AffectivefactorsareemotionalfactorswhichwillinfluenceEnglishlearning.Theycanhaveanegativeorpositiveeffect.Theoretically,affectisatermthatreferstothepurposiveandemotionalsidesofaperson’sreactionstowhatisgoingon.Ithastodowithaspectsofaperson’semotionalbeing.PositiveaffectivefactorsplayastimulativeroleinEnglishlearning.Forexample,optimisticpersonalityhelpsstudentsactivelytakepartinlanguagelearningactivitiesandgetmorelearningopportunities.Teachersbringstudentswithpositiveaffectiveexperience,whichhelpschangeboringlearningintopleasurablelearning.Negativeaffectioncanrestrainintelligentactivities,affectstudents’normalusageoflearningpotentialityandreducelanguagelearningeffects.Affectivefactorsmaybeasimportantforsuccessfullanguagelearning,ifnotmoreso,thanabilitytolearn.

1.2.1Motivation

Motivationhasbeenidentifiedasthelearner’sorientationwithregardtothegoaloflearningasecondlanguage（CrookesandSchmidt，1991）.Peoplearealwaysmotivated;infact,theyareneverunmotivated.Theymaynotbemotivatedtodowhatwewouldprefertheydo,butitcanneverbetrulysaidtheyareunmotivated（Combs,1962）.Inpsychology,motivationisaforcethatenergizesanddirectsbehaviortowardagoal（PaulEggen&DonKauchak,1994）.Justasaforcemovesanobject,motivationmovesaperson.Morevisualized,ifindividualsaremachines,motivationisastheveryenginethatpowersanddirectsindividuals’behavior.Motivesservethreeimportantfunctions:

first,energizingus（i.e.,turningthekeyandstartingthemotivationalengine）,second,directingus（i.e.,pointingusinaparticulardirection）,andthird,helpingustoselectthebehaviormostappropriateforachievingourgoals（DonHamachek,1989）.Inaword,motivationisaninnerstatethatarousesindividual’sdesireforagoalandmaintainstheireffortsinacertaindirectionandtime.

1.2.2Anxiety

“Psychologicallyspeaking,anxietyreferstotheintenseandenduringnegativefeelingcausedbyvagueanddangerousstimulifromtheoutsideaswellastheunpleasantemotionalexperienceinvolved,suchasanticipationandfear”（WenWeiping,1998）,whilelanguageanxietyisthefearorapprehensionoccurringwhenalearnerisexpectedtoperformintheforeignlanguage（Horwitzetal.,1986）.Itisassociatedwithfeelingssuchasuneasiness,frustration,self-dou