SSM的论文.docx

1、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Tentative Analysis on the Influence of Affective Factors in English Learning 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AbstractA well-known linguist Greg Thomson once said: The principle of foreign language learning is so complicated that nobody could make it clear;

2、 but the process of mastering a foreign language is so simple that there is no need to make it clear. As an essential tool for communication and cooperation as well as an important part of national culture, English learning has been paid great attention. How to learn English? Is hard working leading

3、 to success? Are traditional methods still work? Or only in English- speaking countries can we have a good command of English? For a long time, English learning in our country has excessively laid special emphasis on cognition and neglected affective factors. Krashen, an American language educator,

4、considered that providing students a lot of suitable language input doesnt mean that students can learn target language very well. The process of second language acquisition is also influenced by affective factors. Affection is the related issues that influence the students learning progress and res

5、ult, including ones interest, motivation, self-confidence, and so on. In the past few decades, people have always been pursuing the effective methods of learning, from training and practicing to grammar learning. Now people start to focus on affective factors and have got some good result. The paper

6、 states the importance and influence of affective factors in English learning, such as motivation, anxiety and self-confidence. In the aspect of affective factors, it can not only promote students initiative in English learning, but also will improve students academic progress. So, caring for affect

7、ive education in English learning has a profound significance.Key Words: Affective factors; English learning; influence 摘要著名语言学家Greg Thomson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

8、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ContentsIntr

9、oduction-11. General Description of Affective Factors-11.1 The Concept of Emotion-11.2 Affective Factors-21.2.1 Motivation-21.2.2 Anxiety-21.2.3 Self-confidence-32. The Influence of Affective Factors in English Learning-32.1 The Characteristics of English Learning-42.2 Significant Role of Affective

10、Factors-42.2.1 Effects of Negative Affective Factors-42.2.2 Effects of Positive Affective Factors-52.3 Influence of Affective Factors in English Efficiency-5 2.3.1 Influence of Motivation-52.3.2 Influence of Anxiety-62.3.3 Influence of Self-confidence-83. Focus on Affective Factors to Improve Learni

11、ng Efficiency-93.1 Approaches to Reinforce Motivation -103.2 Methods to Overcome Anxiety-113.3 Means to Increase Self-confidence-124. Questionnaire Survey-12 4.1 Interview-12 4.2 Research Subjects-13 4.3 Results Discussion-13Conclusion-15 IntroductionIt is widely agreed that English has played an im

12、portant role in international stage and exerted a significant influence on communication and connect. As a result, it is an urgent need to pay much attention to thinking about the appropriate methods to learn English. In English learning, affective factors will be broadly considered as aspects of em

13、otion, feeling, mood or attitude which condition behavior. In the fields of applied linguistics and second language acquisition, affective varieties have been paid too much attention. A great number of linguists and scholars have delivered a great amount of topics and arguments for more than one hun

14、dred years. However, little empirical evidence is available to understand motivational patterns including anxiety and self-confidence in China, a typical foreign language learning setting, where learners use Chinese in most areas of social life. This thesis aims to discuss the effects and influences

15、 of affective factors in Chinese students English learning process through three major affective varieties: motivation, anxiety and self-confidence. The thesis is to find out the way how to overcome the negative effects during Chinese students English learning process in order to improve study effic

16、iency and to develop the ability of self-fulfillness.1. General Description of Affective FactorsOnes “affect” towards a particular thing or action or situation or experience is how that thing or that action or that situation or that experience fits in with ones needs or purposes, and its resulting e

17、ffect on ones emotions( Dulay et al., 1982). In English learning, emotion will be broadly considered as aspects of feeling, attitude or mood which condition behaviour. There are a number of affective factors that influence English learning, such as motivation, self-confidence, cooperative spirit and

18、 anxiety; all these factors are Krashens “affective filter”. Many researchers have pointed out that learners affection and state have a direct impact on their learning behaviour and results. 1.1 The Concept of Emotion Arnold (Ed. 1999) defines affect in terms of “aspects of emotion, feeling, mood or

19、 attitude which condition behaviour”, while Dickinson (1987) describes it as being concerned with the learners attitude towards the target language and users of it, and with his/her emotional responses. He said that affect is a term that refers to the purposive and emotional sides of a persons react

20、ions to what is going on.1.2 Affective FactorsAffective factors are emotional factors which will influence English learning. They can have a negative or positive effect. Theoretically, affect is a term that refers to the purposive and emotional sides of a persons reactions to what is going on. It ha

21、s to do with aspects of a persons emotional being. Positive affective factors play a stimulative role in English learning. For example, optimistic personality helps students actively take part in language learning activities and get more learning opportunities. Teachers bring students with positive

22、affective experience, which helps change boring learning into pleasurable learning. Negative affection can restrain intelligent activities, affect students normal usage of learning potentiality and reduce language learning effects. Affective factors may be as important for successful language learni

23、ng, if not more so, than ability to learn. 1.2.1 MotivationMotivation has been identified as the learners orientation with regard to the goal of learning a second language (Crookes and Schmidt，1991). People are always motivated; in fact, they are never unmotivated. They may not be motivated to do wh

24、at we would prefer they do, but it can never be truly said they are unmotivated (Combs, 1962). In psychology, motivation is a force that energizes and directs behavior toward a goal (Paul Eggen & Don Kauchak, 1994). Just as a force moves an object, motivation moves a person. More visualized, if indi

25、viduals are machines, motivation is as the very engine that powers and directs individuals behavior. Motives serve three important functions: first, energizing us (i.e., turning the key and starting the motivational engine), second, directing us (i.e., pointing us in a particular direction), and thi

26、rd, helping us to select the behavior most appropriate for achieving our goals (Don Hamachek, 1989). In a word, motivation is an inner state that arouses individuals desire for a goal and maintains their efforts in a certain direction and time.1.2.2 Anxiety “Psychologically speaking, anxiety refers

27、to the intense and enduring negative feeling caused by vague and dangerous stimuli from the outside as well as the unpleasant emotional experience involved, such as anticipation and fear”(Wen Weiping, 1998), while language anxiety is the fear or apprehension occurring when a learner is expected to perform in the foreign language (Horwitz et al., 1986). It is associated with feelings such as uneasiness, frustration, self-dou