Abstract: With the development of humanistic psychology, increasing importance is attached to affective factors. Affective factors in the Second Language Acquisition, including anxiety, motivation, self-esteem, inhibition, attitude and empathy, affect learning process directly. As English plays a very important role in international communication, much attention should be paid to the improvement of English affective teaching. Teachers’ attention should not be only paid to the cognitive side of students’ learning. An analysis of affective factors in English learning and teaching can make students and teachers realize the importance of affective factors. Moreover, it can help students learn efficiently and improve teachers’ teaching quality and promote all-round development of students. As long as students learn with strong motivation, right attitude and low anxiety, they can enjoy the learning process. That is the essence of learning.
Key words: anxiety; motivation; self-esteem; English learning; teaching strategies
摘 要：随着人文心理学的发展，情感因素越来越受到重视。在第二语言习得中，包括焦虑，动机，自尊，抑制，态度和移情在内的情感因素直接作用着学习进程。由于英语在国际交流中占据重要地位，英语情感教学的提高受到越来越多的重视。教师的教学目标不仅仅局限于学生学习的认知方面。对英语学习和教学中情感因素的略论能够使学生和教师意识到情感因素的重要性。除此之外，还能提高学生学习的有效性和教师的教学质量，并且促进学生的全面发展。只有学生带着强烈的动机，英语论文，正确的态度和少量焦虑，英语论文范文，他才能享受学习的过程。这就是学习的精髓。
关键词：焦虑；动机；自尊；英语学习；教学策略
With the appearance and development of humanistic psychology, affective factors in English learning and teaching are put in a more important place than ever. Humanistic psychology emphasizes that education should aim at students’ development in all round ways. In order to achieve this goal, teachers and students should give full attention to affective factors and bring them into full play.
Affective factors are essential parts in the English learning process, and they exert great influence on English teaching. However, students and teachers are not used to paying attention to affective factors in English learning and teaching. A majority of schools and teachers pay more attention to cognitive factors rather than affective factors. How is the relationship between teachers and students? How is the atmosphere in the class? How much attention do teachers pay to students’ performance? Do students feel reluctant to learn English? What’s the relationship between affective factors and students’ performance? We are not clear about all the questions above. Hence, in order to get full understanding of the application of affective factors in the current situation and find out proper affective strategies, the author conducts a survey.
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