4。 Research results and discussion 19

4。1 Examination scores 19

4。2 Interview 19

5。 Conclusion 21

References 22

1。 Introduction

1。1 The background and significance of the research

Affective teaching plays an important role in English class in junior high school。 It can promote students’ healthy development by paying attention to their attitudes, moods, faith and so on。 

From I started learning English I always consider the importance of affective teaching。 I believe that affective teaching is superior to other strategic teaching sometimes, because one’s attitudes and emotion will lead his mind and behavior。 By using affective teaching, teachers can stretch students’ motive to learn English well, and then follows the strategic teaching。 So this study will discuss some concrete strategies of affective teaching and then the significance of them。 Finally, it can provide English teachers with some practical ways and ideas that can integrate emotion into English teaching。

    Goleman (1995) expresses that, in the teaching process, we put too much emphases on the learners’ cognitive function, but did not fully take into account the learners’ non-intelligent, that is, affective factors, that impact on learning, which result in emotional illiteracy。 Therefore, to study the impact of affective factors on English teaching have great significance on improving the English teaching。 

    Krashen (1988) believes that affective factors, including the three factors of motivation, self-confidence and anxiety。 Motivation often shows a strong desire for learning and thirst for knowledge, which is an internal driving force to promote learning。 Self-confidence is the proper understanding and assessment of the inpiduals on their beliefs, abilities and strength to solve the problem and to be successful。 Therefore, affective teaching can improve students’ study from affective factors。 Increasing students’ motivation and self-confidence can promote their English learning a lot。 This is also the function of affective teaching。

In Chinese education, affective factors also show a great importance。 In English Curriculum standard, the affective factor has been one of the five biggest goals。 It requires teachers to motivate and strengthen the interests of students of learning English, and then lead them to make the interests change into stable motivation of English study, which can help them build up confidence, train their mind to overcome difficulties, realize their advantages and shortcomings in their study, be willing to cooperate with others, and form the harmonious and healthy characters。 Finally, English course should strengthen students’ national awareness and broaden their international horizons。 They are all affective goals in current English study in junior high school。 And it’s the same in Go For It, current English textbook of junior high school。 There are so many affective factors in the textbook, which need to be dug by teachers and share them with students。 Teachers are supposed to emphasize the emotions in the textbook which the writer wanted to express。 If it’s an inspirational story, teachers should use it to educate students and encourage them to study from it。 And if it’s an article introducing foreign culture, teachers should gradually train students’ awareness of international culture。 It’s the affective factors in English textbook, and the affective teaching in English teaching in junior high school。

Though the affective factors are so important in English teaching, no matter in the curriculum and textbook, facing the examination, teachers still pay less attention on affective teaching。 In the actual English class I have experienced, I find that in English class, teachers pay most of their attention on explaining the language points and grammar points。 By practicing reading books, remember words, learning grammar and doing homework, they finish their English study, especially in grade 3 in junior high school。 They seldom dig out or talk about the emotional factors under the article, not even the international awareness and horizon, which is far away from the affective goals in English teaching。论文网