論情感因素與中學(xué)生英語(yǔ)學(xué)習(xí)的關(guān)系分析研究 教育教學(xué)專業(yè)

1、摘 要當(dāng)前社會(huì)中英語(yǔ)的重要性日益凸顯，作為最主要的中學(xué)英語(yǔ)教學(xué)階段，英語(yǔ)學(xué)習(xí)尤為重要；國(guó)務(wù)院關(guān)于基礎(chǔ)教育改革與發(fā)展的決定(2001)要求“積極開展教育教學(xué)改革和教育科學(xué)研究。繼續(xù)重視基礎(chǔ)知識(shí)、基本技能的教學(xué)并關(guān)注情感態(tài)度的培養(yǎng)”英語(yǔ)新課程標(biāo)準(zhǔn)2003不僅將“關(guān)注學(xué)生情感態(tài)度的發(fā)展”確立為課程目標(biāo)之一,還指出情感態(tài)度是影響學(xué)生學(xué)習(xí)和發(fā)展的重要因素,體現(xiàn)了“以人為本,以學(xué)生的發(fā)展為根本”的基本理念.關(guān)注情感可以提高語(yǔ)言教學(xué)效果，語(yǔ)言教學(xué)也能幫助學(xué)生培養(yǎng)積極、健康的情感。由于我國(guó)新課改的要求和中學(xué)生英語(yǔ)學(xué)習(xí)的現(xiàn)狀，本文主要探討情感因素與中學(xué)生英語(yǔ)學(xué)習(xí)的關(guān)系。首先從人本主義教學(xué)論、情感過濾假說等方面來

2、尋找研究理論的支撐，同時(shí)回顧國(guó)內(nèi)外情感教學(xué)思想的歷史,特別是語(yǔ)言學(xué)科情感教學(xué)的研究概況。然后依據(jù)情感的概念、特征和功能,剖析了影響英語(yǔ)教學(xué)的三大情感因素，分別是動(dòng)機(jī)，焦慮，性格，并重點(diǎn)分析情感因素與中學(xué)生英語(yǔ)學(xué)習(xí)的關(guān)系。本文研究的主要目的是通過調(diào)查目前中學(xué)生英語(yǔ)學(xué)習(xí)的情感因素，找到情感方面存在的問題，進(jìn)而促進(jìn)學(xué)生的外語(yǔ)學(xué)習(xí)，同時(shí)增強(qiáng)英語(yǔ)教師教學(xué)中的情感意識(shí)，提高教師自身素質(zhì)。為促進(jìn)中學(xué)英語(yǔ)教學(xué)提出了情感教育的相關(guān)建議。相信該研究能有助于增強(qiáng)英語(yǔ)教師的情感意識(shí)和自身素質(zhì)，促進(jìn)學(xué)生健康、全面的發(fā)展。關(guān)鍵詞：情感因素;中學(xué)生;英語(yǔ)學(xué)習(xí)AbstractThe importance of English

3、 has become increasingly prominent in the current society, English learning is particularly important as the mainly secondary school teaching stage, "Decision of the State Council on Reform and Development of Basic Education"(2001)called for "To carry out education and teaching reform

4、 and educational science research actively, and continue to attach importance to basic knowledge, basic skills teaching and focus on the cultivation of emotional attitude.” “The English New Curriculum Standards" not only established the "concerning about the development of emotional attitu

5、de of students" as one of the course objects,but also pointed that emotional attitudes were important factors that affected students' learning and development, reflected an basic idea was “people-oriented, put the development of students as a fundamental”.Paying attention to emotion can imp

6、rove the effect of language teaching, language teaching can also help students develop positive and healthy emotions.As the current situation of China's new curriculum standards requirements and high school students learning English, this thesis mainly discusses the relationship between emotiona

7、l factors and high school students learning English. Effective teaching is based on rich theories which can be found in the humanistic education and the affective filter hypothesis. At the same time,by means of recollecting the history of the concept about effective education on language teaching fr

8、om both home and abroad. Then, based on the concepts,characteristics and function of affect, effective elements in English teaching, which mainly includes individual factors and relational factors, are analyzed, they are motivation, anxiety, and character. And analyzes the relationship between emoti

9、onal factors and English learning of middle school students.The main purpose of this thesis is to find out the problems of emotional aspects by investigating the current emotional factors of middle school students' English learning, so as to promote students' foreign language learning and en

10、hance the sense of emotion in English teachers' teaching and improve their own quality. Putting forward the relevant suggestions for emotional education to promote secondary schoolEnglish teaching. The author believe that the study can help to enhance the English teachers' emotional consciou

11、sness and their own quality, and promote students have a healthy and comprehensive developing.Key Words: effective factors; middle school students; English learningContents1.Introduction 11.1 The Social Background of the Study 11.2The Present Situation of English Learning 22. Literature Review 32.1S

12、tatus of Domestic Research 32.2 The Humanistic Education 42.2.1Maslow 's Need Hierarchy Theory 52.2.2 Rogers' View of Education 62.3 The Affective Filter Hypothesis 73. The Main Affective Factors that Affect English Learning 83.1 The Connotation of Emotional Factors 93.1.1Motivation 93.1.2 A

13、nxiety 103.1.3 Character 113.2 The Function of Emotional Factors 123.2.1 The Impetus of Motivation in English Learning 123.2.2 Anxiety and English Learning 133.2.3 The Influence of Character on Autonomic Learning 134. The Cultivation and Stimulation of Emotional Factors 144.1 The Training and Inspir

14、ing of Students Emotional 144.1.1 Forming a Positive Learning Attitude 154.1.2 Overcoming the Negative Emotions of English Learning 154.2 The Stimulating and Training of Teacher Emotion Factors 164.2.1 Integrating English Learning Emotion into Teaching 174.2.2 Highlighting the Main Role of Students

15、in Teaching 174.2.3 Praising to Give Students Positive Expectations 184.2.4 Paying Attention to the Role of Internal Motivation 194.2.5 Establishing a Good Teacher-Student Relationship 20The Relationship of Emotional Factors and EFL Learning in Middle School1.IntroductionSince the reform and opening

16、 up, China's secondary school English teaching has made great achievements, but we can not be blindly optimistic.There is still a problem of "low efficiency" in middle school English teaching.Part of the students are lacking of interest in English, polarization is still more serious.On

17、e of the main reasons for these problems is that educators ignore the emotional problems in English teaching.Combined with the former teaching environment,emotional factors have a serious missing trouble,and Chinese education has many shortcomings.1.1 The Social Background of the StudyThe "Engl

18、ish Curriculum Criteria" promulgated by the state points out that the most important goal of the basic education stage of English learning is “To stimulate and cultivate students' interest in learning English, make students build self-confidence, develop good learning habits and form some e

19、ffective learning strategies, develop the ability of independent learning and the spirit of cooperation; to enable students master a certain basic knowledge of English and listening.” How to learn English well is a major focus of current teaching and learning, according to the charact

20、eristics of English learning, we can get the learning environment and the emotional characteristics of middle school students determine that emotion is particularly important in English teaching and learning. The teaching process is not only the process of cognitive information exchange, but also th

21、e process of emotional information exchange.Former Soviet educator Suhomlinski said “The school learning is not without enthusiasm to put knowledge from one mind into another mind, but between teachers and students do a contact in the mind all times (Zhao 108-109). This1kind of spiritual contact is

22、the process of emotional communication.The impact of emotion on academic performance and higher success goals is gaining increasing attention ,this also has its theoretical background. As a highly regarded learning stage, middle school students' emotional learning has been one of the hot spots o

23、f psychology and attention. On the one hand the study can broaden the research field of emotional learning, refine all aspects of emotional strategy, and try to integrate the theory of emotional intelligence with the cognitive theory of learning. On the other hand the study can provide theoretical s

24、upport and advice for educational practice. It has a great practical significance to explore the contents and component of emotional factors and improve the learning strategies for promoting students learn meaningful and improving their mental health in study.1.2The Present Situation of English Lear

25、ningAt present, most middle school English teachers are using the traditional teaching method in the classroom teaching. That is teachers only focus on students to instill and explain the main language knowledge, they always dominate the class and think the students as a "container". Or wi

26、th little regard for the needs of students, the class activities are boring, lacking of wisdom challenges and curiosity, thus make teaching itself becomes a factor that leads to weariness.As the learning content increase, some students who are lacking the interest in English or the poor students, th

27、ey feel more and more difficult to learn English, test scores are becoming unsatisfactory or almost have no successful experience. At the same time the teacher did not encourage and help them timely, even often criticized them, over time, the confidence in learning English dropped, and eventually be

28、came the learning anxiety and inhibit the motivation of learning. Secondly, teachers emphasize the importance of the examination and believe the exam is the only criterion for testing teachers and students. There is a inconsistent with the original intention of the current education because here is

29、a serious separation between teaching and learning. In fact, some of them, after trying hard still can not get good grades, simply give up learning English, although they want to learn English well or they eager to achieve good results. Most students are still not good at listening, speaking, readin

30、g and writing, they dont want to communicate with others in English at school. They feel anxious and have no confidence, mostly because they lack of interests on English learning, coupled with the students' own character, the attitude and motivation of English learning and other reasons, resulti

31、ng in a serious separation of cognitive and emotional, students can not really use English to the actual exchange, here are appears some bad phenomena of only caring about the English exam but do not conform to the original intention of English education.This thesis hopes to study the relationship b

32、etween emotional factors and middle school students' English learning, to reveal the influence of effective factors on English teaching and learning, advocate middle school English teachers use the emotional factors rational in the teaching. To cultivate students 'positive attitude towards l

33、earning and stimulate students' interest to promote the development of English cognition,so as to achieve excellent teaching and promote knowledge.Literature ReviewIn the 20th century, the education and psychological community began to concerned about the emotion. Especially in the 1960s, the de

34、velopment of humanistic psychology, the study of language teaching focuses on the intrinsic emotional factors of students. To review the relevant researches on effective factors in the field of language teaching at home and abroad, those study provide references and basis for later research.2.1Statu

35、s of Domestic ResearchNowadays, people pay more and more attention to the role of emotion in language, many experts and scholars have carried out an in-depth study. Shu Dingfang, Zhuang Zhixiang (1996:46), they divide the emotional factors of foreign language learners into motivations, attitudes and

36、 personality traits. They believe that one of the factors that affect the learning effect is the learner's emotional control. China's emotional education psychologist Lu Jiamei, also made a series researches of experimental (Lu ,2001), to explore the effect of emotional processing strategies

37、 in classroom teaching. The study of emotional problems in language teaching began in the 1980s, such as "Emotional Factors in Foreign Language Teaching" (Zhang 1985). “Emotional and Cognitive Factors in Foreign Language Classroom Cooperative Learning” (Guo 2002). “Two Factors Affecting Fo

38、reign Language Teaching and Foreign Language Teaching” (Wang 2001). The above studies analyze the role of effective factors in foreign language teaching from the degree of emotion.At home, China's research on foreign language learning motivation was started too late, and the earliest research in

39、 this area is Gui Shichun, Wen Qiufang, Zhu chun and other education experts, there are many famous books, and in the early stage, they are consider only from the social psychological factors, to study its influence and role in the process of foreign language learning of Chinese students. And l

40、ater extended from this aspect to many aspects slowly. From the perspective of psychology, behaviorism, cognition and sociology to explore foreign language learning motivation. Recently, literature on foreign language learning motivation has also increased, dr. Wen Qiufang studied the changes a

41、nd characteristics of English learners' motives, ideas and strategies, and divided English learning motives into surface motive and deep motive (Wen 2001）.2.2 The Humanistic EducationPeople have a long history of emotional problems in language learning. Emotional factors in language learning are

42、 extricated from the long-neglected situation with the rising and development of Western humanistic psychology represented by Maslow and Rogers in1960s. Humanistic psychology believes that education should promote the comprehensive development of people as the goal, and it is necessary to unify cogn

43、ition and emotion (Xiang 23).2.2.1Maslow 's Need Hierarchy TheoryMaslow's Hierarchy of Needs Theory not only has a great influence on the modern western society, but also has a long and far-reaching significance to the emotional factors in the two language acquisition. For educator, the prob

44、lem is not Whether the theory of hierarchy of needs is familiar to him, but rest in whether he could penetrate the theory into the emotional factors correctly.The Need Hierarchy Theory is Maslow's theory of need, but also the motivational theory of Humanistic Psychology. Motivation is the inner

45、power of human existence and development, and the need is the basis and source of motivation. Maslow argues that human needs are hierarchical systems of low to high levels that are composed of basic needs and psychological needs (growth needs). The basic need refers to the needs of individual physic

46、al and social needs. Psychological Need refers to the need of individual's own self-realization of the direction (Huang 1997). He put the human needs from low to high order for the seven categories: physical needs, safety needs, and the needs of love, respect for needs, cognitive needs, aestheti

47、c needs, self-realization needs. The first four kinds of needs for the basic needs, the fifth for the psychological need. Low-level needs is the basis of high-level needs, high-level needs would appear when only to meet the needs of low-level enough, The producing for the various levels of need and

48、the different levels needs of individual development could exist at the same time, different periods of different needs of human behavior is also different.Maslow's theory of Needs Hierarchy contains the following basic educational ideas (Zuo 2003). First of all, the students as the main body of

49、 people with other people are also necessary, these different needs become a source of motivation for students to learn. Teachers should recognize and face up to the needs of students, although this is often overlooked in the past education system.Secondly, it is because different students have diff

50、erent needs, teachers need to know these needs to study and understand the needs of students. Teachers should lead students to achieve a higher level and encourage them to form a correct outlook on life.Self-actualization theory is the core of the basic theory of humanistic psychology. The theory of

51、 Self-actualization theory emphasizes "perfect human nature", that is, the show of human's friendship, cooperation, knowledge, creativity and other characteristics of the full potential .It also emphasizes the realization of personal potential or personality.This requires that, student

52、s must be devoted to learning, be hard to cultivate ones own interests and hobbies to develop their own interests to achieve self.Teachers should use positive emotional factors to mobilize the enthusiasm of students to learn in the teaching process,and students could experience the joy of success, t

53、hen students change their self-awareness, the development their creativity.2.2.2 Rogers' View of EducationIn 1969, Rogers has expounded the education thinking humanistic psychology systematic in the Freedom of Study.He starts from the assumption of growth, and put the self-realization as the fun

54、damental goal of education.To achieve this big goal, must do these affects: a. advocate student-centered learning; b. establish a harmonious relationship between teachers and students; c. understand the inner world of students, promote the potential of students. Rogers believes that tradit

55、ional education only emphasizes intellectual education, do not attach importance to the overall development of people.In elementary school, the normal children's curiosity and exuberant energy are constrained and sometimes stifled.In middle school, the strongest interest of all students such as

56、emotional and physical relationships, are ignored throughout, this interest is not seen as an important area of learning.In 1953, Rogers proposed a famous assertion, that is "teaching students as the center". This educational theory has two basic principles, on the one hand, schools and te

57、achers must treat students with an equal "person" to believing that each student's nature is good, and that any normal student can educate himself to develop his or her own potential and have a potential for self-realization. On the other hand students must be regarded as the subj

58、ect of learning activities, teachers should respect their personal experience, plan all possible scenarios and opportunities to promote students learning and growth. (Guo Juan, Guo Haiyan, 2005: 29).Rogers' view of learning is the concentrated expression of humanistic learning theory. It is

59、 of great significance to use positive effective factors in English teaching. What he advocates is a kind of meaning learning, an internal learning that blends with human life and practice, emphasizes the combination of cognition and emotion.Traditional teaching just emphasizes the teaching of knowl

60、edge and the training of skills, but ignores the role of human emotional factors in stimulating learning or maintaining classroom activities. Humanistic education put the emotional factors as the basis of teaching activities, and teaching activities have become the process of learning and cognition .2.3 The Affective Filter HypothesisIn the second language acquisition research, the most successful and influential theo