教育心理学和教育的改革与发展，在国内和国外的许多探讨人员在外语学习中深入探究和探讨，并培养积极情绪的过程中，英语论文范文，英语教学越来越受到重视的情绪上的巨大影响。情感因素已吸引了越来越多的探讨人员和教育工作者的关注，他们对学生的英语学习有很大的作用。在本章中，笔者主要阐述的调查结果和探讨的局限性，并提出了一些建议，英语论文网站，为进一步探讨。
Chapter 1 Introduction引言
1.1 Research Background探讨背景
For quite a long time, more attention is paid to the teaching of language points while the value ofaffects is always ignored in foreign language teaching and learning. Only concentrating on the IntelligenceQuotient (IQ) development but overlooking the (Emotional Quotient) EQ development has caused seriousmental illness and low stress tolerance ability to students, which has severely hindered their IQdevelopment.Recently, more and more attention has been paid to affective factors by foreign language teachers inlanguage learning, and they have carried out a lot of studies on affective factors from various points of view.Affective factors play a decisive role in English learning. It has been found that positive affects willpromote the language learning while the negative ones will slow.Moreover, with the gradual change from teachers-centered to students-centered model of teaching inEnglish classes, teachers are requested to pay more attention to students’ affects, while the results areunsatisfactory, in practical teaching process most of the teachers still focus on teaching materials, teachingobjectives and students’ cognitive ability due to the heavy pressure of the National College EntranceExamination. In the early 21st century, as one of the English curriculum objectives, the affective attitudehas been included in New English Curriculum Criterion (trial edition) (NECC) issued by NationalEducation Ministry, affect for the first time is considered as a key part of learning. As is stated in the NECC,affective attitude refers to the relevant factors, such as interest, motivation, confidence, persistence andcooperative spirit, which affect the learning process, learning effect as well as the national awareness andinternational vision formed gradually in the process of learning.It has also been proved by many researchers that affective factors have much more influence onlearners’ language learning than cognitive factors do. Some linguists and psychologists have also found thatpositive affects will help his or her language learning while the negative ones will slow. As Dulay stated“when a student is exposed to a new language, the first internal barrier is posed by the individual’s affectivestatus and motivation”. This thesis aims to find out the main negative affects in the process of the seniorhigh school students’ English learning and the causes of the negative affects and then try to propose somerelevant countermeasures in order to improve the efficiency of language teaching and learning.
1.2 Research Motivation探讨动机
Affective factors have been considered as important as cognitive factors in the learners’ languagelearning process. Positive emotions can stimulate the students’ interest, motivation and self-confidence,which will greatly raise students’ language learning efficiency. Whereas, negative emotions can impairstudents’ interest, motivation and self-confidence, causing high anxiety and pressure, which will seriouslyinfluence the effect of language learning and impede the development of students’ potential. Focusing onstudents’ affects is also a way to promote the q
|
