A Study Of Implicit Emotion In High School English Teaching

With the development of education and the society, the focus of foreign language learning and teaching is shifted from"the teacher-oriented"to"the student-oriented", from"the exam-oriented"to"the ability-oriented". However, at present, our high school English teaching is far from being satisfactory. Under the exam-oriented current, students and teachers pay more attention to the form of English and students'emotion has been neglected. For this reason, the author does the research to stress the importance of the emotion education, to help teachers and students find ways to improve learning and teaching in the respect of implicit emotion education, to improve teaching quality and to build safe and comfortable physical and psychological environment so as to gain good result in teaching and learning. The author explores English teaching from the point of implicit emotion.Explicit emotion refers to the person's conscious awareness of an emotion, feeling, or mood state; implicit emotion, by contrast, refers to changes in experience, thought, or action that are attributable to one's emotional state, independent of his or her conscious awareness of that state (Kihlstrom, Mulvaney, Tobias, & Tobis, 2000). Implicit emotions education is that the educators apply concealed, indirect and internal approach to develop students'positive emotions in English learning (Xi Caiyun, 2003).The thesis aims to answer the following questions: (1). which kind of emotion education can be easily accepted by the high school students, the implicit emotion education or the explicit emotion education? (2).According to high school students'characteristics, whether the implicit emotion education has more positive effective influences on students'emotion than explicit emotion education? (3). How the teachers consciously create comfortable and positive physical and psychological environment to exert an influence on the students so as to arouse their positive change unconsciously and subconsciously in teaching? This thesis firstly reviews the studies on implicit emotion and unconsciousness from its historical development. Then the thesis presents some theories which the study is based on. Freud's the unconscious theory, Krashen's affective filters hypothesis theory, John Dewey's Collateral Learning theory, and John F. Kihlstrom's the emotional unconscious theory have been talked about. A new perspective has been provided by the theoretical reviews. This part consists of chapter one and chapter two. Secondly, from the practical point of view, the author does investigation to explore the implicit emotion in English teaching by the supporting of the theories mentioned in chapter one and two. Through the methods of interview, questionnaires and classroom observation, sufficient data are collected and analyzed. The result are presented and described. This part is composed of chapter three and chapter four. In chapter five the author presents the implications from the investigation. (1). Shifting teachers'role (2). Building safe and comfortable classroom environment (3). Paying attention to the non-verbal factors (4). Improving teachers'personality.Many researches on emotions, mostly about the explicit emotions, have been done. However, the implicit emotion is comparatively neglected. And implicit emotions research is relatively new in high school English teaching and learning. From this kind of view, this study is regarded as an all new research angle.