Utilize Positive Affect Factors Facilitate Senior High School English Teaching

In our traditional English teaching theories and practice, there is still such a phenomenon in the high school English teaching which many teachers only tend to concentrate on knowledge and process, but neglect the function of emotion. As a result, many students fail to use the language in their daily life and are tired of learning. What's more, they lost confidence in English learning. This phenomenon not only has a negative impact on English teaching, but also obstructs the developing of students'emotion healthily. Our country's Education Ministry affirms that"emotion factor"becomes one of the five English teaching goals. The emotion includes the related elements such as interest, motivation, self-confidence, will, cooperative spirit which influence the students'learning process and effect as well as the motherland consciousness and international vision, all of which are formed during students'learning process. The new curriculum requires the teachers both pay attention to the teaching of language knowledge and language skills and the students'affect development. It is the teachers'duty to make the best use of positive emotional elements in classroom English teaching to create a harmonious classroom atmosphere, to arouse students'interest in language learning and to facilitate students'all-round development.Firstly, this thesis gives the brief review of related affect factors both at home and abroad. The author, according to the situation of English teaching in senior Grade One, separately does questionnaires about the influence of affect on high school students divided into the experimental class and comparative class. At the same time, the author uses affect teaching method in experimental class while traditional teaching method in comparative class. After a semester's experiment, it reaches a conclusion through the analysis of the affect questionnaire that better applying of positive affect factors can promote English teaching in senior high school class.The results from the research show that the better application of positive emotional teaching strategies has effectively promoted senior high school English teaching. Students'self-confidence and interest in learning have also been enhanced. They have more initiative to learn. It proves that this teaching method can eliminate anxiety in learning and create a harmonious and democratic learning atmosphere.