3。 What are the effects and how to demonstrate the effects, what is the conclusion?

1。3 The methods of the research

I。 Observation method。

Before experiments, I will observe the present condition of the junior high school’s students and teachers。

Observe the condition of teaching ways among English teachers in junior high school。 While listening to the class, besides students, I will also observe the teaching ways of English teachers。 Know about the condition of affective teaching in current English teaching, and think of how to involve affective teaching in it。

After the strategies’ application, I will observe the result again。 Then do a comparison between the results and get the significance of affective teaching。 

II。 Research method。

In this research, I will choose the grade 3 students in XiXing middle school as a sample。 Design a questionnaire to know about the affective factors existing in students’ English study, and know about their true feeling about English and their expectations for English teaching。 Then do a research about English teachers in grade 3 to know about their learning and practical methods of affective teaching。

III。 Experiment method。 

Do experiments of specific strategies of affective teaching in grade 3 students。 After using these specific affective teaching methods, I will ask the students about their feelings about the methods, and pay attention to following long-period results。 It will tell us whether the methods have their effects and significance。 

V。 Literature research method: Read the relative literature and know more about the essay。 文献综述

2。 Theoretical Framework

2。1 Intelligence and non-intelligence factors theory

In Chinese education, affective factors show a great importance。 In English Curriculum standard (2011), 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 (2013), 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。

However, there are two kinds of wrong trends in English teaching and learning。 First, the teacher neglects the importance of affect, but draws more attention to the learners’ intelligence factors。 It leads to the emotional illiteracy。 Second, the teacher ignores the relationship between affect and cognition。 During the process of teaching, the teacher always values the learners’ cognition, but less concerned the affective questions。 That is to say, teachers always pay attention to students’ intelligence factors, but ignore the non-intelligence factors。 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。