The Practical Role Of The Affective Teaching In Autonomous Language Learning Of Senior School Students

The international interest in Autonomous Learning and Autonomous Language Learning (SALT) in recent years has manifested itself in proliferation of papers, books and conference presentations. Autonomous learning has been applied in many different ways and forms all over the world. China also has seen a recent surge in the development of autonomous learning centers. The researchers discuss not only cognitive strategies but also affective factors. Affective factors in education have gained importance with the development of humanistic psychology since the 1960s. The earliest researcher who paid attention to affect factors is Dulay, who discovered the theory of the Affective Filter Hypothesis in 1977. Krashen gave a further study of it. Scholars have discovered that affectivity plays a significant role in foreign language learning and teaching.Although the focus of affective factors was known, there isn't much research on the combination of affective factors with autonomous learning of English. In this paper the author will attempt to explore how to execute affective teaching to foster students' autonomous learning of English in the practical situation. In the research, through the Questionnaire, Final English Test and English results comparison, which throws light on the affective factors that influence students' autonomous learning ,we can draw a conclusion that the affective teaching should be carried out to foster students' autonomous learning of English and that English teachers should create a relaxed, democratic climate to relieve students' negative affective factors and cultivate student's positive affect factors. In this way, autonomous learning of English will be successful.Therefore, dealing with the affective factors with reason can promote students' autonomous learning of English.