The Implications of Affective Factors for English Teaching
Abstract: The thesis mainly introduced the basic theory of affective factors and how do they function in cond language acquisition process. By analyzing the affactive factors, I find some implications which can facilitate language teaching and what and how do English teachers make u of implications.
Key words: Affective factors; Second language acquisition; Individual variation
摘要 礼仪培训课程： 本文主要介绍了关于情感因素的基本理论和他们在二语习得过程中所发挥的作用。通过分析情感因素，找到了一些对于教学的启示，和教师如何运用这些启示去促进英语教学。
rounders关键字：council intellectual property 情感因素， 二语习得， 个体差异
1. Introduction
English teachers are the core person in the process of English teaching for who performa
nce and beliefs have a direct influence on the result of students’ learning; however, students are an inevitable part of language learning process who is the most important participant of the process, the principal part of this activity. In order to achieve a successful result of English teaching, a wi teacher should take students’ need into consideration. There are no same leaves in the world so it is natural that there are no same people in the world; every person is different and every student is so. There do exits individual variations. Although affective factors are a small part of individual differences, it truly affects language teaching greatly.
blou是什么意思2. About Affective factors
Most discussions have limited affective factors to personality characteristics, attitudes, and emotional respons to language learning process (Tricia Hedge, trans2002). In this thesis, we mainly talk about affective factors from six variables that are empathy, extroversion, anxiety, attitude, motivation, and personality.
pest是什么意思 Empathy is a word which is appeared firstly at the early of 20th century and came from
the German word “Enfuehlung”. It means take other people’s feelings in to consideration. Oxford Conci Dictionary of Linguistics evennumberdefined empathy as identification with another. (Matthews, P.H. 2000). As applied to language learning, the term refers to the ability of the cond language learner to identify with the communicative behavior of urs of the target language.
Extroversion is propod in oppo to introversion. People often believe that extroversion is a good characteristic for English learning for extrovert students are more asrtive and active a language learning, but there is no evidence.
In terms of emotional respons to learning, a variable which has received much attention is anxiety. Some linguists link anxiety to competitiveness and argues that if we can discover its various we will be in a better position to reduce it. In my opinion, anxiety aris from afraid of making mistakes and losing face as well as lack of confidence.
The word attitude is frequently ud in our daily life so there is a saying like that attitude determines everything. In my opinion, attitude is a t of feelings mixed together which is
very complex containing many variables to influences people’s emotion in language learning. Attitude is generally agreed to exhibit three aspects: cognitive, affective, and behavioral or social. Most scholars agree that L2 attitudes include not only attitudes towards the target language but also: attitudes towards the community and people who speak the language, attitudes towards learning the language, and attitudes towards languages and language learning in general.
Motivation can answer the question that for what propos people learn a language. Some students deem English as a kind of skill which builds a bridge for English learners to find a good job, get promotion, go further study and even go abroad. This is the instrumental motivation. Another kind of motivation is integrated motivation, that is, people learn English with the purpo of being involved in the target language cultural and people’s life.
H. J. Eynck (1970) defines personality as "the more or less stable and enduring organization of a person’s character, temperament, intellect and physique which determin
es his unique adjustment to the environment”. In my opinion, every language learners have their own unique individualities and characteristics which can differentiate them each other and make them as who they are, which can be called personality. Linguists listed veral pairs of personalities which can reprents most of language learners, they are, lf-confident learner and lf-conscious and so on.
3.Affective factors affect students’ learning process
There are a lot of generally recognized ideas about the variables of affective factors, but few of them have conclusive evidence to prove their rightness. For example, there is a widely held view that extrovert learners are likely to be more successful than introvert learners, possibly becau they are more asrtive, more willing to experiment and take risks, and more able to make the social contacts they need to practice language. So, we can e that different students posss different affective factors while learning English, meanwhile, tho affective factors mixed together facilitating or hindering language learning.
horrible的反义词
The student who is more empathetic believed easier to handle a foreign language and vi versa. The kinds of students are involved in the language learning process very quickly and efficiently. They are good language learners.
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