Teachers Affect On Students English Learning

Affective factors in education gained importance with the development of humanistic psychology in the 1960s.In the foreign language learning and teaching (FLL&T) research field, scholars have discovered that affect plays a significant role in foreign language learning and teaching (Krashen,1982;wang,2001).The importance of affect in FLL & T is embodied at two different levels. At the surface levels, affective factors determine the success or failure in learning. At the deep level, affect is an essential domain of whole-person development parallel to cognition .In the sense, affect is not simply an issue of language learning and teaching, nor an issue of education, but an issue of the development of human beings. Therefore, it is indispensable to pay attention to affect as well as to cognition in FLT. Attention to affect can improve language learning and teaching, in turn, the teaching can contribute in a very significant way to educating students' affectively.The curriculum design in recent years has also been influenced by humanistic-affective current of thoughts. A learner-centered language curriculum takes into account in many ways. Participation in the decision-making process opens up greater possibilities for learners to develop their whole potential. With the issue of the New Course Criteria in China, Chinese Educator began to pay more attention on the affective factors of their students. But, unfortunately, the present teaching of English has largely neglected the affective domain. The "non-affective" teaching results in students' learning-weariness and drop out of class even failure in learning English. It was showed that the present practical teaching of English has largely neglected the affective domain; it was reflected mainly in teaching practicing not in comprehension; its cause mainly was deficient in theoretical and methodical guidance and also was due to misunderstanding of applying of affection to teaching.Thus, this thesis states implications of affective factors to FLT; emphasizes the important role of teachers' affection in FLT; brief both functional and dysfunctional dimensions of teacher emotions in their work at school, the former can alert teachers to address the problems effectively, the latter, instead, lead to the blaming of either self, students, parents, or the system; it also proposes two strategies to regulate their...