辽宁师范大学硕士学位论文
Chapter One Introduction
With the rapid development of information technology and economic globalization, English speakers begin to master a basic quality in the 21st century. In this case, the researchers began to focus on the affective factors influencing language teaching and learning. Communication also has a procedure called English teaching. Its research has shown that it is the impact of language teaching and learning, it is absolutely not ignored and avoided. Therefore, the students? affective status has turn into one of the issues of concern in the English teaching. The purpose of English teaching is to satisfy the popular requirement and develop an active emotional attitude towards English.
1.1 Background of the Study
Nowadays, affective factors are also getting very precious gradually in English teaching in China. Active affective factors are more and more attracted by English teachers using methods in English teaching and they mainly emphasize it. And teachers adopt affective teaching to boost the development of the students' English learning ability. But emotional teaching research method is still in its infancy, most of time learning English teaching and learning is taken in the middle school and higher vocational colleges.
As the technology and society is developing, vocational college is getting more and more important part of labor employment and boost of human resource development. But a lot of vocational colleges are in a bad status. Over a long time, in vocational colleges most English teaching only stress cognitive competence but ignores the emotional factors. Within the teaching procedures, majority of teachers stress teaching syntax and glossary, overlooking improving students? ability of language performance. Most teachers present little concern about the affective factors, this situation will lead to the undesirable influence on the English teaching quality but also limits the robust development of students? emotion. Furthermore, most teachers usually make use of one fixed method into their English teaching without any communication in the class. They ignore the students? actual requirements. As a conclusion, the students in vocational colleges show little interest in English studying, and student?s warmness gradually fade away. Students are bored to study English and they couldn?t taste the happiness of studying English. On the opposite, most students will produce bad feelings, for example dismay, champing, testiness, fear of English learning and so on. At that many students drop the interest in studying English and abandon it in English studying.
All of these days, the teachers of vocational colleges don?t acknowledge outcome in teaching and drop interest in their English teaching work bit by bit. It is up the pole that English teaching and English learning in colleges. As a matter of fact, such type of status, in a great way, is in association with affective factors. Under the circumstances, affective teaching is being attracted for English teachers in some colleges. Adopting the active affect is to boost the students? integrated development. Hence, during the teaching procedures, it is important to
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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
consider about carefully which factors effect English learning, be aware of the significance of affective interaction between teachers and students and teachers should make use of affective teaching measures to assist students study English better in vocational colleges.
1.2 The Purpose and the Significance of the Research
As the society gets more and more drastic competition, students in the art college will
face more challenges when they graduate. What?s more, the prospective society needs someone to study with his whole life. It is avid and needful to form their ability to go on studying when they complete their formal studies for art students. However, the matters motive stops the English teaching and studying from going smoothly. This paper is intended to make a research and analysis on the present status of English Teaching and to probe the affective teaching methods towards art students? English studying in some Vocational College and also to look for the solutions to these confusions: what effect will be on students? English learning by affective factors? How does affective teaching affect students? affective factors? How does affective teaching effect students? outcome results?
Building positive affect is essential for English teachers. It is generally confirmed that education is a way to lead students to where they pertain, to develop their potency and hence let them get the sense of accomplishment rather than teaching them according to certain standards. The potentials of students should be excavated and cultivated accordingly. In one word, motivation and anxiety should be cared while studying. How to reflect affect in English language teaching and learning practice, in particular in vocational college, is still an issue that is deserved to discuss and make a research.
The increasing economic and intercultural activities require students in Art University to learn English well and concentrate on the core competitiveness so as to match with the developments of society. Then it is needful and important to take a close look at art university students? affect in English learning and the affect of affective education on art students? English studying in vocational universities.
1.3 Structure of the Thesis
This paper is consisted of five chapters.
Chapter One introduces the background of art students for affective teaching. Chapter Two writes a literature review on the affective teaching theory.
Chapter Three shows the research procedure, including questionnaire, process of the research.
Chapter Four makes an analysis of the results and lists a lot of adhibitions of English affective teaching in Vocational Colleges.
Chapter Five makes a conclusion and presents some limitations of this research.
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辽宁师范大学硕士学位论文
Chapter Two Literature Review
Today, the affective factors in language teaching and studying are getting more and more attentions.
Effect of solution to this problem can help learners to increase learning achievements. In this chapter, by reviewing analogous former research both at home and abroad, aims to gain a better comprehension of affective teaching on art vocational college students.
2.1 A General Introduction to Affect
The word?affect?has been made use of in a number of stacking but a little different means
in these literatures. Bulay, Burt and Krashen (1982) assist that one?s affect toward a certain issue or activity or status or undergoing is how that issue or that activity or that status or that undergoing matches in with one?s requirements or aims, and its resulting effect on one?s emotions. Commonly, Emotions are regarded as answers to how one?s requirements and aims are or are not being catered to. So it is not surprising that emotion is always discussed companying with requirements and aims. In this present paper, affect will be regarded widely as elements of sense, feeling, attitude and emotion which condition activity. In a word, affect is a term, which mentions the goal-directed and emotive aspects of a person?s reactions to what is continuing or working. Affect plays a very vital role in studying - that is to say, a learner?s stuffs inside is changed with a smooth process so that it will make them become more valuable.
2.2 Definition of Affective Education
Affective education undergoes a long time to evolve. For example, Plato?s spiritual education, Socrates? midwifery and Aristotle?s gentlemanly education all provide valuable enlightenments to the formation of affective education (Long Ping, 2009)
The year 1994 witnessed a global academic symposium on affective education come off in the University of Warwick. Many scholars reached an agreement on the substance of affective education in the conference. Namely, affective education is a component of the education and it concerns about students? beliefs, affects, attitudes and moods (Guo Shucai, 1995). Affective education contains students? development of individual and society and their respect. It may be more concise in French: “Je suis biers dang sa peau (to be physically and mentally pleasant). (Jin Xiongying,2007), except for personal development, affective education pay more attention to the relationship between students and others. Hence, basic social skills and Fundamental interpersonal relations orientations are regarded as the kernel of affective education. And support and guidance are two ways concerned with affective education. Also cognitive fields and affective fields in studying are close correlation.
In affective education, affect is a vital element in human?s development. Human?s affect does not form voluntarily rather it is cultivated by the aid of education. Affective education goes through all the education procedures as an aspect of education. It intends to change
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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
people?s affective state and turn negative affect to positive one, also to offer active affective undergoing to each student. It is to make use of perennial effects on students? life, through which is good to people?s mind and body health.
And what?s more, the teachers with good affective education ways will build a sound, right, active and emotional environment to cultivate students? means of considering, offering the students a honest character of kindness, warm-heartiness, care, selflessness, honesty, amity and positivism.
2.3 Main Affective Factors in Foreign Language Education
Affect is hard to be quantified, so for English teaching, affective education is metaphysical and intricate. Affective education bases on teachers? perceive on the affect in the particular condition, on English course and on students? affect state. Because the affect is complex, this thesis chooses two emblematic affective factors, they are motivation and anxiety as reconciling factors to learn the effectiveness of affective education of English teaching in vocational university. 2.3.1 Motivation
Motivation is another important affective variables in second language acquisition. It is
regarded as one of a cluster of behavioral factors and direct incentives. (Atkinson and Atkinson and Hilgard 1979: 281). Motivation is the reason for trying to get a learner's second language, but it is accurately the creation of motivation that is the key.
It can be defined based on two factors in second language learning Motivation: learner's communicative needs and community attitudes towards second language. Robert Gardens Wallace Lambert (1972) identified two motives: Comprehensive motive (refers to the personal growth and learning the language and cultural enrichment) and instrumental motivation (more direct or actual target for language learning) and instrumental motivation. The results show that these types of motivation are from the second language learning success. 2.3.2 Anxiety
Anxiety is probably one of the most common emotional factors that hinder the learning
process. So it is a negative emotion and anxiety, depression, self-doubt , anxiety and tension. Anxiety generated for a particular situation or event (situation or state of anxiety), but it can be a major character. However, the language does not reduce anxiety for all students over time. Once the language has become a persistent anxiety trait, it could have widespread impact of language learning and language performance.
Care should be taken to ensure the safety of the emotional atmosphere; otherwise under anxiety or tension only increased opportunities for development will be greatly increased . When the anxiety in the classroom, there is an effect. Anxiety makes us nervous and scared , resulting in poor performance , which in turn creates more anxiety and worse performance.
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辽宁师范大学硕士学位论文
This is a waste of energy, should be used for memory and processing in a way of thinking , there is no way to promote the task at hand (Eysenck 1979 ) . Because it is a major obstacle to language learning must reduce.
2.4 Affective Factors and Language Teaching
With the development of humanistic psychology, the emotional factors are increasingly
concerned about education and English teaching. Based on humanistic psychology, cognitive and emotional sides should be combined in order to promote the general development of human. In the late 1970s to 1980s, language education experts and researchers had made some development on how to infiltrate the emotional development in English teaching. Teaching means and ways appeared and they were Suggested teaching methods, silence teaching methods and total physiological reflect. etc., in particular emphasis on language learning emotional problems. Consider emotional problems syllabus and materials for many recipes. Customarily, too much emphasis on the rational brain and cognitive function lead to emotional illiteracy. Target language teaching should be to promote human development. This is essential in language teaching cognitive and emotional concerns. Note that the impact can promote language teaching, in turn , language teaching can help students develop positive and healthy emotion. Emotion in language teaching and learning is absolutely not ignored and Total Physical Response Total Physical Response.
Teachers should have a better understanding of affect in language teaching. When we deal with the affective side of language learners, we should make use of more active feelings and overcome problems caused by negative emotions. Affect is something that difficult to measure. English education is more complex and covert process in Senior Vocational School. Due to the affective factors are complicated, the author only make a research of the effect of three affect factors (the first one is anxiety, second one is motivation and the last one is interest) on English teaching in senior vocational school.
2.5 Studies on Affective Teaching Abroad and in China
Language learning of affective factors abroad has been looked out for a very extended
period. Gardner and Lambert (1972) insisted that behavior and motive are within the complex factors that are close correlation to second language learning approaches.
In the 1970s, a number of related teaching methods so that they have the emotional factors, such as communicative language teaching, physical reaction, silent way , language learning communities and natural way and so on . All these measures considered the emotional side of language.
From the 1970s to 1980s, the emotion begins to be integrated into English teaching by some language teaching experts. Learners with informal motive and manner have a short affective filter (Arnold and Brown, 2000). After that a vital research field is about individual variability that leads to different learning results. Under this background, researchers began to
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