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Language learning is a complex process which involves many factors, such as language, psychology and society. It is well-acknowledged that the non-intelligence of learners, that is, psychological factors play a very important role in language learning. However, in the English teaching of senior high schools in rural areas, much attention is paid to teaching language points, while psychological education is ignored. In the process of English learning, some students are greatly affected by their mental quality, determination and basic knowledge of English, which sometimes result in negative emotions. Some students even feel nervous, bored or terrified in English class because they can’t understand the teaching contents. As a result, they are afraid of having English lessons, hating English lessons and finally they may develop serious rebellious behavior. Thus, emotional barrier is one of the important factors that have a great effect on English learning in rural senior high schools.In the teaching process, paying much attention to the emotional education, putting emotional factors into consideration, and eliminating emotional barriers, will not only help accomplish the teaching aim smoothly, but greatly benefit students’harmonious development. Therefore, in the teaching process, it is a necessity to unify emotion and cognizance by providing activities related to emotion and cognizance.This thesis is mainly based on the Affective Filter Hypothesis, the Input Hypothesis, the Output Hypothesis and Humanistic Psychology. Besides, the author conducts some questionnaires and individual interviews, and analyzes the relationship between emotional barriers and English teaching in rural senior high schools.On the basis of the related theories and investigations, this thesis analyzes the causes of emotional barriers and then provides some strategies for overcoming the barriers. The specific measures are as follows: stimulating students’interest in learning English, inspiring students’motivation of English learning, helping students develop more confidence in learning English, highlighting emotional education in English teaching, paying attention to emotional evaluation in English teaching, improving teaching methods and making the most of teachers’expectations. All the above measures are meant to help students in rural senior high schools to get rid of the emotional barriers so that they can devote themselves to English learning, thus improving their English. Meanwhile, this study is also meaningful in further promoting effective classroom teaching and improving the English learning efficiency.
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