Abstract: With China’s reform and opening policy, many people realize that English plays a very important role in their career and life. College students pay great attention to oral English as it is an important face-to-face communicative means in their future work. However, many empirical research findings show that a large number of college students choose to keep silent instead of taking the floor actively in English classroom because of anxiety, fear, and so on, they can not successfully communicate with others in English. In this paper, based on the humanistic education theory and affective filter hypothesis, the author analyzes how affective factors influence college oral English learning, and explores how to make the affective factors into full play in college oral English teaching. From the author’s analysis, we can see clearly that: first, teachers should make full use of both instrumental and integrative motivations in oral English teaching, so that students can keep their interests in oral English in a long term; second, through the application of cooperative learning and a proper way of error correction, teachers can adjust the level of students’ anxiety and help them to learn oral English in a good condition; third, teachers should give students positive evaluation and guide them to give up bad habits to help students build their self-confidence. All in all, teachers should take full advantage of affective factors to improve their oral English teaching, so students can get more benefits and alleviate negative effects of the affective factors in their oral English learning to improve their oral English. |
