1、 学 士 学 位 论 文 论文题目： 情感因素与中学英语教学 姓 名 * 学 院 外国语学院 专 业 英语（师范类） 年 级 2008 级 学 号 081411351 指导教师 * 2012 年 6 月 1 日 Affective Factors and English Teaching in Middle Schools Written by * and Supervised by * Submitted to School Of Foreign Languages of Ludong University In Partial Fulfillment of the Requirements
2、 For the Degree of Bachelor of Arts June 1, 2012 摘要 ：为适应时代发展的需要，各种中学英语教学法不断产生，其中认为认知因素与情感因素应该同时发展的 情感教学法 从 过去被忽视的状态中解脱出来，从而受到越来越多的关注。本文试图运用以情优教的情感心理学理论和教学实践，从宏观上分析和研究情感因素对中学英语教学的积极作用。 本文首先 从情感理论 的角度论述了 什么是情感 ， 情感的分类以及情感在教学中的作用 ；并从焦虑、自尊、动机及移情四个方面论述情感与中学英语教学的关系；最后，本文从中学英语教学中对情感的运用 的角度论述了 备课的情感处理，授课的情感
3、处理以及教学评估的情感处理。情感因素对中学英语教学的成功起着至关重要的作用 它提高了教学效率和效果并使得 中学英语教学在知情并茂的条件下，不断发 展 完善 。 关键词 ： 情感；情感教学法；中学英语教学 Abstract: In order to meet the needs of the development of the society, lots of methods of English teaching in middle schools have come into being. Among them, the affective teaching which combines
4、both the cognitive and affective factors has received more and more attentions. Based on the psychological theory and teaching practice, the thesis is an attempt to explore the positive function of affects in English teaching in middle schools. The paper discusses the definition of affect, the scope
5、 of research for the affective factors and the functions of affect. The affective factors are closely related to the English teaching in middle schools. The author also explains how to apply affective factors into preparation of lessons, giving lessons and the teaching evaluation. The conclusion is
6、that the affective factors play a vital role in English teaching in middle schoolsit can enhance effects of teaching and learning; it can improve teaching and learning considerably by emphasizing the equal importance of cognition and affect. Key words: affect, affective teaching, English teaching in
7、 middle school Acknowledgements There is one person above all others who deserves my deepest thanks and respect for his continued support and precious suggestions during the writing of this dissertation: my supervisor, Professor Lv Jun. I could not have done it without him. There are many other peop
8、le who contributed to this dissertation in many respects. Firstly, I would like to thank Mr. Su Yong and Miss Li Yan, the lecturers of School of Foreign Language of Ludong University. From their lessons, I have learned a lot of knowledge that can be used in this article. Secondly, I would like to th
9、ank my friends Tang Yuanyuan and Meng Can for their advice about the organization of the dissertation. Finally, I would like to thank my parents for their support and care over the years. Contents 1.0 Introduction .错误 !未定义书签。 2.0 Affective Factors.错误 !未定义书签。 2.1 Definitions of Affect .错误 !未定义书签。 2.2
10、 The Scope of Research for the Affective Factors.错误 !未定义书签。 2.2.1 Anxiety .错误 !未定义书签。 2.2.2 Inhibition .错误 !未定义书签。 2.2.3 Personality.错误 !未定义书签。 2.2.4 Self-esteem.错误 !未定义书签。 2.2.5 Motivation .错误 !未定义书签。 2.2.6 Empathy .错误 !未定义书签。 2.2.7 Classroom Communication and Cross-Cultural Awareness错误 !未定义书签。 2.3
11、 Function of Affect .错误 !未定义书签。 3.0 The Relationship between the Affective Factors and English Teaching错误 !未定义书签。 3.1 Anxiety and English Teaching .错误 !未定义书签。 3.2 Self-Esteem and English Teaching.错误 !未定义书签。 3.3 Motivation and English Teaching .错误 !未定义书签。 3.4 Empathy and English Teaching.错误 !未定义书签。 4
12、.0 Applications of Affective Factors in ELT in Middle Schools错误 !未定义书签。 4.1 Preparation of Lessons .错误 !未定义书签。 4.2 Classroom Teaching .错误 !未定义书签。 4.2.1 Setting up the Environment .错误 !未定义书签。 4.2.2 Paying Attention to the Classroom Language.错误 !未定义书签。 4.2.3 Applying Appropriately Body Language .错误 !未
13、定义书签。 4.3 Teaching Evaluation.错误 !未定义书签。 5.0 Conclusion .错误 !未定义书签。 References .错误 !未定义书签。 鲁东大学学士学位论文 1 1.0 Introduction English is the most widely used language in the world. It is one of the working languages at international meetings and most international business letters are written in English.
14、 English is spoken not only in the United Kingdom and the United States of America, but also in many other countries. English is a tool to getting so much knowledge. With the help of English, people will have more chances to learn new things in other fields. It is important and necessary for us to l
15、earn English in order to learn advanced experience. English has helped the people of China, and more and more people are studying English which is required in most schools. However, Chinas traditional English teaching in middle schools does not attach much weight to the affective factors. For such a
16、 long time, all the teaching activities are related to students cognitive development like imparting knowledge, training skills and developing intelligence just for high scores in the examination and high enrollment rate. Therefore, it does not only fail to cultivate the students positive characters
17、 in the learning process, but also breeds weariness in their learning. As the reform of education is further deepened alongside with the promotion of quality education, middle schools English teaching has been continuously exploring effective and beneficial ways to improve English education. Under t
18、hese circumstances, many teaching methods came into being, such as the oral English teaching (OET), communicative language teaching (CLT), situational language teaching, task-based language teaching (TBLT) and affective teaching, etc. Among them, the affective teaching is taken more and more serious
19、ly. The affective factors gradually received a lot of attentions in middle schools English teaching for more and more English teachers would like to apply the affective teaching in class after the reform and opening-up. Currently, there are many experts and scholars have done some researches to stud
20、y the role of affective factors guiding the English teaching practically. One important aspect of basic education curriculum reform in the New Course Criterion is the emphasis on the affective factors. Now, the middle schools English teaching in China has achieved some success, but it still is not 鲁
21、东大学学士学位论文 2 enough. The affect has more lasting and positive impact on the development of a persons life than just mastering knowledge or learning skills. The success of affective teaching will inspire teachers to devote all his talents and energies to the students and also make them far more respec
22、table and amiable in the students minds. The students feelings will be transformed into a powerful driving force of learning so that the results will be very significant. 2.0 Affective Factors 2.1 Definitions of Affect The comprehension about the definition of affect influences directly peoples theo
23、retical thinking and concrete practice. In order to research on the relationship between the affective factors and the ELT in middle schools, we should find out what the affect is. Psychologists believe that affect is the individual inner experience and external behavior caused by the situation that
24、 whether the reality can meet peoples needs. It is a unique human mental activity. That whether peoples senior social needs are met or not can arise this kind of experience. Lu Jiamei(2002), an outstanding professor researching on educational psychology has defined affect in a different way: affecti
25、ve qualities, from a narrow angle of view, include mood, emotion and sentiment; From a broader perspective, then affective qualities also include motivation, interest, attitude, personality, will, and value, etc. Jane Arnold and H. Douglas Brown(2002), the authorities in the field of language, gave
26、another definition of affect: affect is related to our feelings. In a large sense, affect includes peoples behavior, feeling, emotion and attitude. In second language teaching, affect refers to learners emotion, feeling, mood and attitude in the learning process. Learners emotional state affects dir
27、ectly their learning behavior and learning outcomes. Although these several definitions define affect either from broad or narrow sense and are not exactly the same, they all include feeling, motivation, interest, 鲁东大学学士学位论文 3 emotion and attitude of people. The affect in Middle Schools English Lang
28、uage Teaching refers to the emotion, feeling, mood and attitude of the subjects (the teacher and the student) aroused in the teaching process, which impacts directly on teaching and learning process and results of both the teacher and the students. 2.2 The Scope of Research for the Affective Factors
29、 Lu Jiamei(2002) divided affect into three categories: emotion, sentiment and mood, which she thought had some relationship with the three levels of human needs. Emotion is interrelated with humans basic social needs, for example, the sense of attachment, the sense of belonging, self-esteem, curiosi
30、ty, etc. Sentiment is interrelated with the senior social needs such as the morality, the rational sense and the aesthetic sense, etc. Mood is interrelated with humans biological need. For example, a mother could be so exited about her childs great progress that was moved to tears. Students could be
31、 happy to gain new knowledge and master new learning methods. From the above two examples, we can see how the maternal love which is a kind of emotion and rational sense which belongs to sentiment is expressed in the specific contexts. Another way to divide affect regards affect either as positive o
32、r negative. The positive affect concludes joy, happiness, interest, and satisfaction; negative affect concludes anger, sadness, fear, and anxiety. Affect can also be classified into active and passive affect. All affect that is conducive to the social interests and personal development belongs to th
33、e active affect; otherwise, the passive affect. For example, when a soldier fights the enemy angrily, while his anger is negative to himself, it is active in this fight. When someone gloats over others frustration, while his joy is positive to himself, it is actually passive affect. The above classifications of affect provide a scientific basis for the cognition, research and application of all kinds of emotional phenomenon. People always have different views on the happy education. A typical misconception is that how can
