AffectiveFactorsinEnglishTeachingWord格式文档下载.docx

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II.AffectiveFactors

2.ITheDenitionofAffect

One'

saffecttowardaparticularthingoractionorsituationorexperienceishowthatthingthatactionorthatsituationorthatexperiencefitsinwithone'

sneedsorpurposes,anditsresultingaffectonone'

semotions（Dulay,Burt&

Krashen,1982）.InEnglishteaching,a朊ctwillbebroadlyconsideredasaspectsofemotion,feeling,moodorattitudewhichconditionbehavior（Amold&

Brown,1999）.Researchershaveshownthelearners'

affectandstatedirectlyinfluencetheirstudy'

sbehaviorandresults.

2.2TheScopeofResearchfortheAffectiveFactors

TherearesomanyaffectivefactorsinfluencetheEnglishteaching,suchasmotivation,self-confidenceandanxiety,Krashencallsthem"

theaffectivefilterfactors"

.ButinthepracticalEnglishteaching,therearesomeotherfactorsinfluencetheEnglishteaching,includingattitude,inl1ib山on,self-estcem,extrovcrsionandintroversion,empathy,classroomtransactio11Sandcross-culturalprocessesandsoon.Thefollowingwillshowthefourmainfactorsofthemwhichaffecttheforeignlanguageteaching.

2.2.1Motivation

Itcanbedefinedasaninnerdrive,impulse,emotionordesirethatmovesonetoaparticularaction（Brown,1987）.lntheearlyworkofGardnerandLambert（J972）,motivationwasseentobedividedit1totwoverygeneralorientations:

integrativeandinst11.11nental.Theformerreferstoadesiretolearnthelanguageinordertorelatetoandevenbecomepartofthetargetlanguageculture,suchaspassinganexamorfindingajob.Thelatterhastodowithpracticalreasonsforlanguagelearning,sucbasgettingapromotion（Arnold,1999）.Ellis（l994:

508-517）madeacomprehensiveinduction,besidesthel\voabovekinds,therearealsoresultmotivation（derivingfromthesuccessfulstudy）,targetmotivation（innermotivation,whenthelearnersdodifferenttaskstheywillenjoydifferentinterest）,controlmotivation（inordertocontrolthelearnersofthetargetlanguage,theyhavetolearnthelangtiage）.Tbebettertheacbievemeotis,themoreintensetbemotivationis,tbemoreactivelythestudentsperform.Whenthestudentsthen1Selvescanmaketheaimsandwaysofstudyandappraisaltheprocessofstudy,theinnermotivationismoremotivated.ArnoldandBrownmadeageneraldifference:

extrinsicand血rinsic

.

motivation.Thefonnercomesfromthedesiretogetarewardoravoidpunishment;

-

thefocusisonsornetbingexternaltothelearomgactivityitself. Withintrinsic

motivationthelearningexperienceisitsownreward.Researchindicatesthat,whileextrinsicmotivationcanalsobebeneficial,learningismostfavorablyinfluencedbyintrinsicorientations,especiallyforlong-termretention.Itisclearthatmotivationisa阻·

oupoffactorswhichstimulatesone'

sbehaviorandpointsoutone'

sdirection,itiscrucialtothesecondlanguageacquisition.（戴曼纯，2000）

2.2.2Self-confidence

Itisanotherimportantaffectivefactorforthefore心1languageteaching,itisthebasisofpsychologythatonegetstosuccessandself-ratetoworthiness,nomattercognitionoraffect,self-confidenceiscrucialtothem.Alargenumberofstudieshavebeenshownthatwhenseltconfidenceisprotectedandencouraged,thestudents'

cognitiveactivitiesarebest,sowhetherwecancultivatethestudents'

self-confidenceorhow

muchwecancultivatewilldecidewhethertheteachersteachthemsuccessfully,asuccessfulteacherwhofirstlymustfosterthestudents'

enthusiasmandconfidencetotheirstudy.（梁梧生，2005）

2.2.3Anxiety

AJ1xietyisquitepossiblytheaffectivefactorthatmostpervasivelyobstructsthelearningprocess.Itisassociatedwithnegativefeeli11gssuchasuneasiness,fn1stration,self-doubt,apprehensiveandtension（Arnold,I999:

8）.Heron（l989:

33）makesreferencetohetermsexistentialanxiety,whicharisesoutofagroupsituationthatarerelevanttothelanguageclassroom:

willIbeaccepted,liked,wanted,willIunderstoodwhatisgoingon?

WillIbeabletodowhatIbavecometolearn?

Ellisdiffersthreekindsofanxiety:

dispositiveanxiety,onceanxietyandsituationalanxiety.Dispositiveanxietyisamorelong-rnnnedanxiety,it'

salsooneaspectofcharacter.Once（orstate）anxietyhappensinamoment,itistheproductofthecombinationofdispositiveandsituationalanxiety,situationalaoxietyisa灼odofanxietymoodwhichhappensinpracticalsituationorevents（suchasattendingpublicspeech,takingexamsandsoon）.Thecompetitivenatureofstudentsusuallyderivesfromanxiety,becausestudentslikecomp如ngthemselveswithclassmates,oncetheyfindothershavemoreabilityandperformancethanthemselves,anxietywillcomeAnotherreasoniscultureimpactthatstuderJtsworryabouttheywilllosethemselvesinthetargetculture.Underthecircumstancesofclassroom,studentsoftenmeettlu·

eeanxieties:

wonyabouttheywillnotfluentorrightwhencommunicatingwiththetargetlanguage;

afraidoftakingexamsandbringlowappraisal.Asfortheeffectof

anxiety, wecandivideitintotwokinds:

facilitativeandobstructiveanxiety.The

-.-

formeractivatesthestudentstoovercomedifficult ies, challengethenewstt1dytasks

andstrivetoovercomethefeelingofanxiety,whilethelatterleadstothestudentsavoidthesourceofa1Xiety,whousethewayofescapingthetaskofstudy（Ellis,1994:

479-482）.TheviewofArnoldandBrownaredifferentfromit.Theythinkwhenanxietyispresentedinclassroom,thereisadown-spiralingeffect.Anxietymakesusnervousandafraidandthuscontributestopoorperfom皿ce;

worrywastesenergythatshouldbeusedformemoryandprocessingonatypeofanxiety,itshouldbeaextentaboutarJxiety,althoughitisdifficulttodecidetheanxietylevel.Peopleoftenhaveanxietybeforelearninganewcurriculumoralanguage,butifoneworriesabouthecan'

tmasteritwell.Maybeitwillresultalongertimemotivationforhim,soourideasaboutanxietyshouldnotonlystoponthedisadvantages.（戴曼纯，2000）

2.2.4Empathy

Empathyistheprocessof'

puttingyourselfintosomeone'

sshoes'

.Oneneednotabandonone'

sownwayoffee血gorunderstanding,norevenagreewiththepositiveoftheother.Itissimplyanappreciation,possiblyinadetachedmanneroftheidentityofanotherindividualorculture.Itiscloselyrelatedtocult11ralrelatively,whichfreesusfromourconditioningandhelpsustorecognizethatourwayisnottheonlywayandpossiblynoteventhebestway（凡nold,1999）.Undertheconditionofclassroom,empathybenefitsthelanguagestudyandcommunication;

whichmakesthemdevelophannoniously.

III.TheResolutionoftheAffectiveFactors

AllaboveillustJ·

atethefourfactorsthataffecttheforeignlanguagestudy,sohowcanweovercomethesefactorstoservefortheforeignlanguageteaching?

3.1MotivationandEnglishTeaching

Teachersshouldactivatethelearners'

motivationandfosterthe订interestofstudy

AccordingtothetheoryofKrasben,motivationisthekeyfactorwhichdecideswhetherthestudysuccessesandthesignificanceofstudyasawhole.Interestisanenergeticexperience,itdecidesthesignificanceofstudyfrommicroofview.Studymotivationhelpsinterestcomesintobeing,anditalsopromotesconsolidationandadjustmentofmotivation.（胡东望，郑黎明，2003）

IntheEnglishteachingofclassroom,onewayisexternalpraise,weuseittoactivatestudent'

smotivation;

theotherisestablishallkindsofstudyactivitiestoactivatetheirinnermotivation.Examplesforthefonneraregaininggoodachievement,gettingrewardorpraisefromteachersandparents.Thatistrueforallofus.Onegainshigherpointsthanheexpectsortheusual,whichbringshimalotofhappiness,theteacherswillpraisehiminoraloranobject,theparentsmayalsodolikethat,itenhancesthelearnerstheconfidenceandfindshisworthiness,hencemotivationisincreasinglyintenseandinterestbecomeshighly.Viceversal,ifastudent'

sachievementisjustso

so,iftheparentssaytoh皿"

ifyougetahigherpointnexttime,Iwillgiveyouten

yuan."

Thest11dentmaydiligenttodohisstudyandlistentotheteachercarefollyinclass.Iftheparentskeepthe