本探讨的主要目的是要找到在感情方面的问题，通过调查学生学习英语的情感因素，学生的外语学习，以促进和加强英语教学中的情感意识，提高教师的自身素质。
Chapter One Introduction引言
1.1 Research Background探讨背景
Background abroadAffective factor of foreign language learning has been focused on for a long time at abroad and athome. There is such a story in Greek mythology: Cyprus, a prince of Pygmalion, carving with a beauty,pouring his carve all his love and feelings, carving it out every day and holding it in his hands, with deepfeeling of looking at her. As days went by, suddenly one day the beauty should have life. Inspired by thisstory, in 1968 the American psychologist, Robert Rosenthal and Renault can conduct a famous experiment,and had made the unexpected effect. They put this effect is called Pique Mali Wong Effect, and people alsocalled the Rosenthal effect. The results of Rosenthal's experiments showed that: one person's prediction ofthe achievement to the other man's wisdom will decide the one's wisdom achievement. In the experiment,they chose sampling from a group of first-year students, later telling the students and teachers to dodifferent actions. The students through special tests were called as newly open flowers, which has producedunlimited potential in the near future academic sprint. Later, the teachers and students in all aspects activelyand properly were guided. They were divided into various groups. The results found that when the teacherlooked forward to these students showing a high level of wisdom progress, students indeed as expected in aperiod of time after trained much higher than the control group students' IQ scores. The researchers saidthat the students' progress was mainly the result of teachers' interpersonal higher expected respect, trust andlove.Other examples such as: Plato's attention to virtue, wisdom and body's harmonious development;Aristotle's belief that education must follow the natural law of life's whole development. For westernviewers, happiness has an important impact on the development in the learning and growing of humanbeing. In the first period of this century, the most successful Roman educator had some tests in therelationship between teachers and students by discussing and reflected his happy ideology. He thought thatthe students were eager to get fatherly attitude from their teachers and were likely to depend on their kindlyand fatherly teachers. From this emotional impact, the students can not only happily listen, and will believeteachers' teaching, and willingly follow to their teachers. When packed into the school, students will behappily and joyfully together. When their errors were corrected, they would not angry or anxious. Whenthey were praised, they would feel encouraged and learn by heart very hard and try to get their teacher'sfavorite. The Czech famous educator boast in his great new teaching theory that happy teaching will belisted as he proposed important teaching theory or the core essence of teaching art. Newcastle boasts thatbeauty can make both teachers and students get the maximum happy while teaching. He thought that thestudy should be lovely and taken all possible means to encourage the children's learning desire and studymotivation. The famous British educators Locke pointed out that the children's learning interest was two orthree times more important than other teaching methods. German educator as well had put forward theprinciple of education: tea，英语论文网站，英语毕业论文
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