在英语教学中教师情感对学生的影响.docx

1、在英语教学中教师情感对学生的影响Introduction“The latest psychological research shows that emotional factors play a positive role for the intellectual position, to maintain and regulate”. The English teaching staff emphases on language learning in the brain function of the rational and the irrational aspects to the

2、neglect of development. They neglect emotional factors of language learning. Emotional factors are a group of complex combination of psychological. They are about objective things with their own needs arising from the attitude of experience. It refers to emotional mood and attitude of learners in th

3、e language learning. “The emotional state of learners would have a direct impact on their learning. Douglas Brown who came from the United States concluded that the emotional factor plays a decisive role in second language acquisition from himself and other peoples research. The learners who failed

4、to learn a foreign language can be attributed to a variety of emotional barriers”. “Rogers who represents the psychologists had applied the humanistic psychology in the field of education. He believes that the purpose of education is to stimulate students to learn the motive of the development poten

5、tial of students to form a positive self-concept and value system, so that students are able to obtain their own education eventually. The education process is full of vitality, in order to achieve the aims of education”. The traditional English teaching focuses on the knowledge in teaching on one-s

6、ide, and ignores emotional factors. At the beginning of the new century, Chinas Ministry of Education issued a “New Standard English Courses”. We can see that the emotional teaching is considered as great important factor in the new curriculum standards. It does not only require teachers to teach st

7、udents the knowledge, capacity-building and develop their English learning strategies, but also need teachers to pay attention to the development and the formation of the positive feelings in teaching. However, teachers emotion plays a very important role in teaching. Therefore, teacher must focus o

8、n giving full play to the positive role of emotion teaching. Only by doing so, could students enthusiasm and interest in English learning be aroused. Only with enthusiasm and interest in learning, could the overall improvement of students be achieved in the quality teaching of English. This paper co

9、ncerns the effect of teachers emotion on students in English teaching.Chapter 1 Theory of emotional factors on the application in English class 1.1 The theory of emotional factorsWith the rapid development of English language teaching, learning English is no longer the only goal of the master of boo

10、k knowledge, but there has been communication of teaching objectives. Of language as a tool, people-oriented goal in communication has been fully reflected. In this process, teachers have the necessary language skills is inevitable, and it is important because teachers are teaching English in the or

11、ganizers and commanders. However, know (know), do it then (does). More importantly, do it then, that my teachers teach by example. Furthermore, In todays Western theories of the study, Rogerss humanistic psychology emphasizes people-centered, attention to human self-realization, attention to human e

12、motion and acceptance of others, care and respect. Humanism embodied in the teaching of thinking, are the student-centered principle of education and emotional type of relationship between teachers and education advocates. Followed by Krashens monitor theory. Monitoring theory proposed acquisition o

13、f language is the key to an effective reduction of the affective filter, namely to improve the level of motivation, self confidence, eliminate anxiety, students in a positive emotional state. The third is that Banduras self-efficacy. The theory is that self-efficacy on the level of ambition, the exp

14、ected level of the learners motivation, interests and learning has an impact on the emotional attitude. High levels of student self-efficacy are often confident, feeling full, the courage to face difficulties in learning, willing to redouble their effort, until it reaches the goal. The students with

15、 low self-efficacy and vice versa. These three theories corporations in different fields but all from the same point of view on the learners emotional attitudes, personal values, their potential role in learning. In other words, an English teacher in teaching, both for the students to establish a go

16、od image, but also the correct use of positive emotional factors, so that students place a pleasant change in language learning.1.2 To stir up students to participate in classTeachers and learners are closely related by the emotional factor in English teaching in the classroom. Teachers emotion play

17、s an underestimate role to stimulate students to participate in the classroom. Teachers position, warm feelings can help students to build self-confidence, and inspire students to participate in classroom activities, intrinsic motivation, so that students can take part in the classroom activities co

18、nsciously with a relaxed joy in the classroom. English teaching in the classroom, the teachers emotion is able to stimulate students to take part in classroom. 1.2.1 To apply the principle of empathy In the classroom teaching of the principles of empathy, the teachers who have positive feelings are

19、often willing to put aside the standard of personal reference, and try from the department of reference for students to look at things. At this point, the teacher would put their own selves on learners position, to a certain extent, from the perspective of learners treat the English classroom and co

20、nsider different or similar to their own needs and experience. Therefore, teachers are able to play many different roles such as friend, bridge and even psychological counseling in the classroom, in order to form equality, respect, interaction and harmonious atmosphere in classroom. So teachers and

21、students can understand and respect each other easily. Everyone has more or less feelings with the exchange of peoples wishes, sentiments feeling can certainly strengthen the desire. Thus emotional resonance between teachers and students can help generate positive emotional experience, like happier,

22、 more respectful, and short the psychological distance between the students and teachers. To this end, the students were able to reduce the suppression of self-protection and emotional factors, and to dispel concerns and feelings of insecurity, in order to actively integrate into the classroom commu

23、nication activities. The emotional factors influence the process of language acquisition and effectively, and to enhance students self-confidence and sense of participation in the classroom. “Modern psychological research shows that emotion is the first element. That is emotional power. Therefore th

24、e teachers who really focus on the positive feelings in the classroom will be concerned with each student equally to have equal opportunity to participate in classroom activities. Due to relatively poor command of English students who lack of self-confidence in classroom, they appear bad feelings mo

25、re easily like anxiety, at the same time; teachers became emotional investment to help establish the confidence of their foreign language learning and culture-loving crucial point”. English teachers put more emotion in the value of students in common and personality in the classroom and guide studen

26、ts to the level of challenge in their own language. They do not only help students learn a foreign language to identify the target; but also foster students to achieve this goal step-by-step, and enhance their self-confidence. There is no dispute those only students can be respected and be concerned

27、 about, be understood, be appreciated in the classroom communication activities. Students will arouse self-confidence and ambition, and efforts to put into practice, and part of it.1.2.2 To create an active space for students in classTeachers words and deeds are often a great impact on students in c

28、lass. Students can get the impression from the facial expressions, voice withered, figure, and the sign of the changing experience of the teachers. Teachers who really invest their emotion in class will be infected with full enthusiasm of students and usually use the opportunity to actively encourag

29、e and guide the students to take the initiative into the classroom activities. Teachers often use emotional investment in non-verbal behavior, that is, the body language to express themselves and what they want to say, to make up for the lack of sound language. Teachers speak the language withered s

30、oft, warm voice, as well as facial expressions has a transfer function and appeal. Teachers show the students a genuine concern and cordial guide will not only ease the exchange of students in English, their thoughts, feelings of anxiety generated in the investment sentiment, at the same time, make

31、the students familiar with the language of individual “error “. It does not stop students progress, but it can help students to use English to conduct an effective way of communication actively. Thus teachers emotion can create the loose language environment for the students, and will help to encour

32、age students to shake off depression, and low self-esteem of the psychological, and then obtain the power of social re-participation actively in class.Psychologists pointed out that the harmony of the classroom atmosphere is demonstrated an important psychological environment freedom and creativity

33、of students. In the classroom bad atmosphere will cause depression and a sense of insecurity of students, so that students can not create things freely and then have a psychological alert. To that end, students can learn more enthusiasm, and the willing which use the target language to participate in social activities in a happy relaxed sense of se