affective

1

存档编号

赣南师范学院学士学位论文

OntheEffectofAffectinEnglishTeachingin

SecondarySchools

教学学院外国语学院

届别2013届

专业英语

学号090402337

姓名陈国英

指导教师周瑞珍

完成日期2013年5月13日

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Content

内容摘要................................................................................................3

关键词…………………………………………………………………3

Abstract..................................................................................................3

Keywords.............................................................................................3

Chapter1Introduction.............................................................................3

1.1Definitionofaffect............................................................................4

1.2SituationsofEmotionalteaching…………………………………..5

Chapter2Themainfunctionsofaffect………………..........................8

Chapter3Teachingstrategies................................................................9

3.1Caringaboutthestudentsandrespectingthestudents.......................9

3.2Creatingthesceneandexperiencingtheemotions...........................10

3.3Stimulatingtheinterestandenhancingtheinitiative.........................11

3.4Strengtheningthestudents’lf-confidence………………………..13

Chapter4Conclusion.............................................................................14

Bibliography............................................................................................15

Acknowledgements…………………………………………………….16

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内容摘要:情感因素是影响初中英语教学质量的重要因素之一,也是渗

透在教学过程之中的重要因素"为了克服单一知识教学的局限性,发挥

情感的教学功能,本文试图在文献综述的基础上,结合个人的教学实践,

主要研究了以下几个方面的问题:第一,情感及其对学生英语学习的影

响;第二,初中英语情感教学的现状及存在的问题;第三,英语情感教学策

略

论文共分为四章"第一章,引言"主要阐述了本问题研究的背景，研究

目的"以及重点综述了国内外关于情感及其教学功能的研究现状"第二

章,简要叙述了情感效应在初中英语教学中的作用.第三章,在理论研究

与实证研究的基础上,结合个人的教学实践,提出了初中英语情感教学

的基本策略。第四章，结论

关键词:情感效应情感教学初中英语功能教学策略

Abstract:Emotionisoneofthemostimportantelementstoinfluence

penetratesinteaching

rtoovercomeaunitarymodetoteachknowledgeandapply

emotionstoelaboratetheteachingfunction,thethesisistocombinesome

st,

ondiscurrent

rdisaboutEnglish

emotionteachingstrategies.

ond

rdisbadon

thetheoryrearchandpositivismrearchandcombinepersonalteaching

4

rthisconclusion

KeyWords：affectemotionalteachingcondaryEnglishteaching

functionsteachingstrategies

Chapter1Introduction

Intraditionallanguageteaching,ateacherwaslookeduponasan

authoritythat"pasdonknowledgeanddispelsignorance"asHanYu,a

scholarinancientChina,cherwasasourceofknowledge,

rolledthewholeteachingprocessasa

center,whilestudentswhoonlytooknotesandlistentotheteachersinclass.

Therewasnoexchangeofinformation,rs,

followingthetextbook,onlyprovidedstudentswithwhattheyneededto

dents',attheendofacour

ofinstruction,thestudentscoulddemonstratethattheyknewthematerial,

desweresimplytheresultof

truancy,laziness,ghwearesurethatmany

languageteachersoftheolderschoolwerensitivetootherfactorswhich

influencedstudents'learningattheindividuallevel,relativelylittle

attentionemstohavebeenpaid,inanyconsistentway,toconsiderations

ofthewholeprocessfromthelearners'pointofview.

Theaimofthisthesisistoinquireintotheinteractionofaffectand

foreignlanguageeducation,explaintheimportanceofaffectiveinteraction

remanyproblemstheauthorcan'treach.

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Anywaythethesiswantstoprovideabafornoticingtheimportanceof

horhopesthatmanyteachers

sitive

affectwillspreadinmanydirectionsfromagreatercommitmentin

languageteachingtothegrowthofindividuals'emotionalcompetence.

1.1Definitionofaffect

Affectistherootofsuchwordsasaffection,ourfeelingsfortho

(1999)defines

affectintermsof"aspectsofemotion,feeling,moodorattitudewhich

conditionbehaviour",whileDicksondescribesitasbeingconcernedwith

thelearner'sattitudetowardsthetargetlanguageandursofit,andwith

his/k(1998)followsDulavetal.f198?):

One's"affect"towardsaparticularthingoractionorsituationor

experienceishowthatthingorthatactionorthatsituationorthat

experiencefitsinwithone'sneedsorpurpos,anditsresultingeffecton

one'motions…affectisatermthatreferstothepurposiveandemotional

sidesofaperson'sreactionstowhatisgoingon.(Stevick1998)

1.2Situationsofemotionalteaching

Interestinaffectivefactorsineducationgainedimportancewiththe

epointofviewof

thehumanists,themainstreameducationalinstitutionshavefocudso

intentlyonthecognitiveandhavelimitedthemlvessonarrownessis

resultingcompletelyriousto"educatingfromtheneckup,"thatsocial

1970s,quiteatheoristsappliedhumanisticpsychology

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toeducation,stressingtheneedtounitethecognitiveandaffectivedomains

prentativesofHumanistic

LanguageTeachingarchedforwaystoenrichlanguagelearningby

incorporatingaspectsoftheaffectivedimensionoftheleaner.

Manyofthemajordevelopmentsinlanguageteachingduringthepast

thirtyyearsareinsomewayrelatedtotheneedtoacknowledgeaffectin

hodscomingtotheforeinthe1970s,suchas

Suggestopedia,SilentWay,CommunityLanguageLearning,TotalPhysical

Respon,andsoforth,takeintoaccounttheaffectivesideoflanguage

1970s,fastdevelopmentof

hen

CommunicativeLanguageTeaching(CLT)hashadpervasiveinfluenceon

been

developedparticularlybyBritishappliedlinguistsasareactionawayfrom

structuralismandfromgrammar-badapproachessuchastheaural-oral

approachwhichneglectedimportantaffectiveaspectsoflearningandwhich

ealedto

thowhosoughtamorehumanisticapproachtoteaching,oneinwhichthe

ural

Approach,developedbyKrashenandTerrell(1983),takesaffectinto

hefivehypothesinKrashen's

theoryofcondlanguageacquisition(SLA)istheaffectivefilter,and

NaturalApproachclassroomactivitiesaredesignedtominimizestress.

QuiteafewChinescholarsvaluetherolesofaffectinForeign

LanguageTeaching(FLT).ZhangZhengdongandHuangTaiquan(2000)

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propodanFLTprinciple,thatis,``StressingtheLearners'AffectiveFactor,

RemovingTheirPsychologicalBarriers."AsZhangandHuangpointout,

goodlanguagelearnerscopeeffectivelywiththeemotionaland

eofthedifficultiesof

languageshockandstress,theyapproachthetaskinapositiveframeof

mind,developthenecessaryenergytoovercomefrustrationandpersistin

er,certainpersonalitycharacteristicsandattitudescan

predispolearnerstowardtheuofappropriateaffectivetechniques.

Ontheotherhand,EnglishteachinginChinapaysundueemphasis

uponthedevelopmentofcognitivecapabilities,disregardingtheinfluence

numberofEnglishteachersisunawareof

theimportanceofnegativeemotionalfactorsandofwaystohandlethem.

Manystudentsdon'tknowhowtoovercomeproblemscreatedbynegative

emotionsandhowtocreateandumorepositive,facilitativeemotions.

Conquently,intheprenceofovertlynegativeemotionssuchasanxiety,

fear,stress,frustration,isolation,disgust,angerordepression,students'

f,theabovetwo

aspectshavealreadyimpededtheimprovementofoureducationalquality

andamoreholisticdevelopmentofourstudentsasindividualsandas

responsibleparticipantsinahealthysociety.

Chapter2Themainfunctionsofaffect

IntheviewofRolls,r,we

thinkinEFLteachingtherearesixfunctionsofaffect,whicharedescribed

asfollows:

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Thefirstfunctionofaffectisthataffectcanparticipateintheprocessof

learning,andintheprocessofchangingwhatisinthelastingresourcesof

rwords,affectivedataarethemlvesstoredinthesame

memorynetworksalongwithallotherkindsofdata,includingvisualor

verbal,auditoryorolfactorydata,andmayevenbethekindsofdataaround

whichthonetworksareorganized.

Thecondeffectisthataffectivedatamaycallupfromlong-term

memorycertainotherkindsofdata,andtheextradatamayactasclutter,

usingupprocessingcapacityandkeepingthekindsofdatawe'reinterested

ow,thereisaconstant

two-waytrafficbetweentheinnerresourcesoflong-termmemory,andthe

workingmemory,metaphorically,eaching,the

two-waytrafficmayresultinaconnectionnotonlybetweenthecognitive

sides,butalsobetweenfeelingsofelationandenjoyment,oroffrustration,

feelingsmayinturnbringbackwith

themallsortsofpicturesandpersonalitiesandassortedtricksfordefending

onelf,andallofthenewelementsmayactasclutterontheWorktable

n,

affectactsasacontextualretrievalcue,whichaswithothercontextual

effectsinfluencestheretrievalofmemories.

Thethirdeffectofaffectisthattheaffectivesideoffeedback

influencestheshapingandreshapingofthenetworksoflong-termmemory.

Weknowthatthechangeorthestabilityofthonetworksdependsonwhat

ckmaybecognitiveoraffective,

positiveornegativeandthesourceoffeedbackmaybeeitherexternalor

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itiveexternalorinternalaffectivefeedbackmayencourage

alearnertocontinuetheirinteractioninclassandkeepontryingtofinish

theoralandwrittentasksinspiteofoccasionalnegativefeedbackofthe

externalorinternalcognitivevariety.

Thefourthroleisthataffectisimportantininitiatingvoluntary

playbackoftheEnglishlanguage,andplaysapartonresponto

oplefindthatfromtimetotimebitsofthe

enomenonmaybe

untaryplaybackthatisrewardedby

positiveemotionsandbyawarenessofhavingpartiallyrealizedadriving

purpowillbeconducivetoEnglishlearning.

Thefiftheffectisthatitcaninterferewithone'sabilitytodrawonthe

dy,

Stevick(1999)foundthatthefirstvolunteerwithwhomheplayedtherole

ofaninterestedconversationpartner,withoutexception,talkedmore

fluentlyandlonger,andcameupwitharicher,moreinteresting,more

personalimage,whilethecondvolunteerwithwhomhewasapolite

Chapter3Teachingstrategies

3.1Caringaboutthestudentsandrespectingthestudents

eonlyifyourespect

students,canyouachievestudentstrustandrespect,anditcanmakethe

mple,whenourstudents

answertheteacher'squestionswithdifficulties,teachersshouldnotsarcasm,

satireandembarrass,butshouldworkhardtoshowhowandgivetipsand

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inspirationtocreatefavorableconditionsothatstudentsgivethecorrect

answer,letthestudentobtainthejoyofsuccessandexperiencethe

chershouldlovestudents.

Savageproducebrutal,thetruthofthe

comparetheteachersascandles,gardener,andthe

hersshouldalsobelikecandles

payingtheirowneverythingtostudents,liketheelaboratecultivation

lycare,patient,helpful,

treatingothersaquals,ndofloveis

theunityofstrictrequirementandtrustrespecttoherstudentsisdeep

concerntothestudents’ndofloveshouldberegular,fair,not

onlytogoodstudents,butalsoto"poorstudent".Theteacher's

discriminationandeccentricwillblowtheirlearningenthusiasm,contu

lf-esteem,whichmakethemrefualltheteachers’requirementsand

producenegativementality,‘s

mutualexpectationswillgivegreatinfluenceonpeople'sthoughtsand

expectationmeansakindoftrustwhichisindispensable

partofpeople‘spiritlife,isaffirmationandevaluationof

lityofstudentspartlydependsontheteacher’

confidencetothestudents’ationisalsoakindofincentive

waywhichcanstimulatethestudents'positiveandenthusiasticmood,so

thattheywillbeabletoovercomeallthedifficultiesandconquerallthe

difficulties,ationisalsoakindof

socialrequirements,anditcanmakepeopleknowhowtobelovedperson

,ateachershouldbefullofhopetotheir

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studentsandbelievethateverystudentcanwillgraduallyimprovetheir

ownvirtue,wisdom,body,etcEachpeoplehashopeofbeingbelievedby

llfeelencouragedand

inspired,

contrary,whenlosingallconfidence,studyresultwillbestraightlydown.

3.2creatingthesceneandexperiencingtheemotions

Makingfulluofvisualteachingmethods,Englishteachersshouldtake

advantageofallmayudconditions,suchasphysical,pictures,video,

slideshow,model,strokes,ngalearningEnglishlanguage

environmentforstudentsandlettingboringabstractcontentinavery

interestingscene,makingtheEnglishteachingvisual,interesting

communicatinginordertoincreastudents'interestinlearningofforeign

mple,intheforeignlanguageclasswecanumaterial

totscene,uactionperformancescene,ulanguagetodescribescene,

withmusic(song)withscene,picturefoilscene,withelectronictosimulate

scene,thisway,theforeign

languageclasswillbelivelyandinteresting,studentswillfeelitwith

relishandbeinterestedinit,

teachingthewordsas‘desk,book,pen,cup,sunriver’,wecandirectly

prentmaterial,andforsomeknowledge,quicklywriteitonthe

vividandcanmakestudentsmasterthemsooner.

Teachersshouldudiversifiedteachingmethodsandfullyreflectthe

hersjustrepeatthem,studentswillbe

varietyofnsorytoparticipateinlistening,speaking,

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readingandwritingactivities,wecanattractthestudents,suchasgroup

discussion,andpairwork,manypeopleperformance,littlegames,guessing

game,singingandsoon,orfreetalk,askandanswer,students

eyspeak,theteachers

giveappropriatehelp,sotheenthusiasmofthestudentscanbequitehigh

ndofactivityishelpful

toinspireandcultivatestudents'nlytrains

thestudents’listeningspeakingskillsbutalsoactivatesclassroom

tswillbemoreinterestedinlearning,andthequality

hasbeenimprovedgreatly.

atingtheinterestandenhancingtheinitiative

Aperson'sfeelingswillaffectotherpeople'sfeelingsandinturn,other

people'theemotional

raditionalteachingmanyteachersignoretheinfluenceof

s,theysometimeslook

indifferentbeinarageorbeabntminded,whichgreatlyinfluencethe

developmentofthestudents'ore,theteachermusthavea

positiveandhealthyemotionbecauteachers’emotionsdirectlyaffect

students'cher’sloveforworkandEnglishdisciplinehasan

imperceptibleimpactonstudentsandstimulatesthestudents'Englishstudy

tudents'positiveenterprisinginturnaffectteachers,then

formavirtuouscyclewhichplaysalargeroleinthesubquentteaching

ionskillisalsoprentinteachersapplyingtoneof

voiceandcontrollingtheirfacialexpressions(theformerSovietunion

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educationexpertsmaracaeveninke"aboutmyexperience")American

psychologistbeautyrabbionceputforward:informationexpression=7%

toneofvoice+38%and+55%y,theemotionis

importantintheinformationexpression.

Withtheaidoflanguage’sconveyingfeelingandideas,theteacher’

effectivecadencecannotonlyconducttheemotionbutalsocanhelp

logistsrearchandeducationpractice

showsthatifteacherslovestudentsandthestudentshavegoodexpectations,

hewillbeinastateofconsciousnesstogivestudentsaffirmation,prai

couraged,studentswillstiruptothe

teacher'smoresinceretrustandrespect,willproduceaspirantconfidence

mplementationofthehappyteachingisthrough

theteacher'smoodandinfluencethechangeofstudents'interest,then

"Pygmalioneffect"realizescommonachievementtransformationthrough

ricanpsychologicalandeducational

expertskinner’xperimentshowsthatthroughthereward,behaviormay

ore,frequentreprimandtoastudentandquick

dingthe

mple

studentsansweredquestionsintension,depression,thefeelingofpanic,the

teachercanuencourageway:"pleadon’tbeshy!”Whenhegives

correctanswer,theteachersaystohim:"great!""Quiteright!”"Very

good!""Excellent!""Welldone!""Youdidaverygoodjob!"；Ofpoor

studentsavailableprai,udentsdonot

answerit,don'tcriticizeandshouldsay:"I’inkyoucando

14

betternexttime.""Yesallthesame.""Tryagain.""Don’tworry.""Takeit

easy".Atthesametimewealsocanusomebodylanguage,suchas

shrugginghisshoulders,smiling,nodding,etc,inordertoreducestudents'

psychologicalpressure.

Withtheaidofexpressionalartisticconception,theteacherinclass

hasacond

language,ires

teacherstouone'nginEnglishinthe

classroomasoftenaspossiblecanconformEnglishatmosphereandis

nifEnglishisasimple

language,king"non-verbal"

advantage,rs

uthesilentlanguage(gestures,facialexpressions,eyecontact,body

language,etc)andsoundlanguageprettilycomplement,fit,decorate,

theteacher:

"whocananswerthequestionplea?Putupyourhands",theteachercan

raitheirhandstodemonstrateandatthesametimelookatthewhole

class;whentheteachersaid:"sayittogether",theteachercanstretchesout

arms,palmsup,helongtraining,stepbystep,students

willmasterthelanguage."Non-verbal"factorssometimesdedicatemore

incisivelyandvividlythanlanguagefactors.

Classroomteachingbetweenteachersandstudentsispsychological

s,the

informationflowsintheemotionalatmosphere,andconstantlyarousand

tionalcommunicationin

15

theknowledgetransferprocessdevelopsandenormouslyinfluencesthe

nforteachers'psychologicalfield

andstudents'

achersare

inspirits,oreignlanguageteacher

hasthiskindof"passioneffect".Visibly,theteachermusthavefullspirit,

s,

onlyiftheteacherentersfirstfeeling,isthe

eachercameintothe

classroomwithasmile,itwillbuildupabridgeofemotional

communicationbetweentheteachersandstudents.；Atthesametime,

teachersmustcorrectstudents'learningEnglishattitudethroughthe"dawn

ofDaniel",stimulatethestudents'strongthirstforknowledgethroughthe

""manycour”,teachstudentsscientificlearningmethodandcultivatethe

students'lf-studyabilityThroughthe"guidetolearn".Theteachers

motivatestudentsandstimulatestudents'emotionwithtruefeelingssothat

thestudentsgetlastinglearningpower-positiveemotion.

4.4strengtheningthestudents’lf-confidence

Anotherwayofphrasingthisoneisthe"Icandoit!"principle,orthe

lf-esteemprinciple.`'Attheheartofalllearningistheconditionthata

lf-confidencecanbelinkedtothelanguageegoprincipleabove,itgoesa

stepfurtherintheimportanceofthelearner'slf-asssment,regardlessof

thedegreeoflanguageegoinvolvement.

16

Thisprinciplecanbesummarizedasfollows:Theeventualsuccess

thatlearnersattaininataskisatleastpartiallyafactoroftheirbeliefthat

eculture

nculture

reverencesindividuallibertyinsuchaculture,andpeopleareencouraged

odyisfreetoshowtheir

ore,theyalwaysek

others'rast,Chinahadbeenanagriculturalcountrywith

thepatriarchalclansystemforthousandsofyears,and,asaresult,Chine

peopleareconrvative,profoundlyreverencingallthatisoldandformal,

culturalbackground,traditionalChine

education,whichispredominatelyConfucianandinterfudwithTaoism

andBuddhism,achcontentment

andobediencetothehigher-upsanddiscourageambitionand

ntpeopletobeabstemiousintheirhabitsand

ividualismcontainsnegative

uently,manyChinestudents

tance,afterlearning

Englishforyears,theyarestillafraidofcommunicatingwithothersin

lowingtipswillbehelpfultoEnglishteachers:

(1)sa

studenttohearateacheraffirmabeliefinthestudent'that

thelearnerwouldotherwidirectatavoidanceoraterectingemotional

wallsofdefenistherebyreleadtotacklethematterathand.

(2)herswe

17

arecalledontosustainlf-confidencewhereitalreadyexistsandtobuild

itwhereitdoesn'ivitiesintheclassroomwouldthereforelogically

tsthencan

establishanofaccomplishmentthatcatapultsthemtothenext,more

difficult,step.

Chapter4Conclusion

Throughthewholepaper,wecaneasilyfindoutthatitisveryimportant

sagreat

sisisbadontheaffectiveinteraction

ussfourwaysofimproving

teaching,istoencouragestudents'

thesisaboutaffectofstudentsandteachershasrevealedmuchvaluable

oomisaplacewhereteachersandstudentscan

rs'teachingcapacitiesinfluence

students'rswithgood

teachingcapacitiescanhavegreatstudents'affect.

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Acknowledgements

Iamindebtedtomanypeoplewhohelpmebothdirectlyandindirectly.

Amongthem,IwouldliketoextendmyfirstthankstoProZhouRuizhen,

mysupervisor,forhervaluableadviceandinstructionthroughoutthe

therunfailingpatience,

dedicationandcareinguidingmetowardstherightroutine,thecompletion

ofthisdisrtationwouldnothavebeenimpossible.

Iamgreatlyindebtedtoallmyteachersandstudentsduringmystudies

19

forthebachelor’ticularlygratefultomyclassmatesand

colleaguesfortheirkindlyhelpinmycompletionofthedisrtation.

Finally,Imustrecordmyheartfeltgratitudetomyfamilyfortheir

supportandgenerosity.