Abstract: Considering the current situation of university teaching, it’s obvious that cognition and emotion are now separated from each other in college English Teaching. Much importance is attached to cognitive side but the role that the affective factors play is neglected. Traditional English teaching is short of the consciousness of the importance of learner's affective factors and has trouble in training the qualified English speakers that the society needs. Now, college English teaching has gradually taken the students as teaching center instead of teachers, which becomes a conspicuous feature that teachers and students frequently communicate with each other in the classroom teaching activities, and teachers have to pay attention to the affective factors which have a great effect on the second language acquisition in the interaction between teachers and students. For one thing, affective factors are of great importance for the acquisition of a second language. For another, it has been proved that a positive, confident and relaxed mental state can facilitate the process of a second language acquisition, and on the contrary, those negative affective factors such as depression, inhibition and anxiety, etc. will obstruct that course. Therefore, teachers are expected to cultivate affective factors in English teaching and improve the teaching methods and contents so that students’ interests in English learning will be developed. In addition, teachers should enhance students’ motivation of learning, stimulate students’ thirst for knowledge. It’s a great significance to arouse students’ interests and reduce students’ anxiety and integrate affective factors in college English learning. |
