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A Research on the Impact of Students’ Affective Factors on FLL in Senior Middle School

Author: ChenWenXia
Tutor: JiZheMin
School: University of North
Course: English Language and Literature
Keywords: Emotion Emotional factors Affective strategies English learning
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 237
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Abstract

With the humanistic emotional problems in language teaching in the rise and development of the 1960s, more and more attention. Humanistic Psychology believes that education should be targeted to promote the comprehensive development; want to achieve this goal, cognitive and emotional factors must unify; solve emotional problems can help improve language learning effect. In 2003, China promulgated the \But teaching high school English in China have long been ignoring the role of emotional factors on language learning, the cultivation of students' emotional factors significantly lag; severe polarization of many students in English language learning; portion of students learning English underpowered; negative emotions serious impact on the effect of the majority of high school students learning English. This paper studies the five important emotional factors: motivation, anxiety, self-esteem, self-confidence and suppression. Motivation is an important factor in language learning. Researchers generally believe that the motivation of second language / foreign language learning efficiency and the success of one of the key factors. Studies have shown that stimulate learner motivation is very important to the foreign language classroom. Recent decades, studies have shown that certain inevitable link between anxiety and Education. Anxiety may be the biggest affective disorder in the learning process. Depression, self-esteem, self-confidence are also important factors that affect students' attitude and learning effect. Severe anxiety level of students in foreign language learning is taken inhibition of behavior, all of these emotional factors are intertwined, and caused quite a complex impact on teachers and students and their learning outcomes. The purpose of this study is to survey high school students in the English classroom emotional status as well as to explore the relationship of emotional factors and English scores of the students found that the existence of the problem and find a solution to the problem, to help high school students improve learning efficiency, to help teachers improve the quality of teaching and to promote a comprehensive and healthy development of the students. Of September 2010 to January 2011, 100 students of the Fourth Middle School of Datong City, Shanxi Province, a survey of emotional factors and the extraction of different levels of student interviews, and analysis of the survey results. The survey results show that: the widespread emotional problems in the process of learning English learners. Especially in the lower level of the students in English learning, emotional state is not optimistic. Widespread anxiety, depression and emotional problems such as lack of motivation. Has become an urgent task to solve the emotional problems of the middle school students to promote learning efficiency, improve learning outcomes. In this paper, the exploration of the emotional factors in a middle school English learning, to arouse the attention of the majority of foreign language teachers and learners of emotional factors, to help them eliminate negative emotions, and to build positive emotions in order to stimulate their potential to improve English learning effect ultimately promote the comprehensive and healthy development of students.

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