The Research On Affective Factors In High School Oral English Teaching

Speaking is influenced so much by many factors, such as cognitive ability, learning styles, habits that it is a complicated process. Among the four skills: listening, speaking, reading and writing, speaking is extremely affected by affective factors. It has been proved that positive emotions can facilitate speaking process and improve learners' speaking performance, also will bring barriers to speaking and reduce learners' learning capacity.Traditional teaching and learning in English oral class, to much extent, puts emphasis on such external factors as repeating and reading the text again and again, but ignores the influences of internal factors: affective factors. In response to the tendency, the China's Ministry of Education lists affective education as one of the five goals of English teaching and learning in "Curriculum Criteria of English Teaching and Learning for Senior High School" so as to draw the attention of teachers and researchers of English. Therefore, basing on the above concepts and theories, the author tries to put the affective factors into the practice of oral English teaching.At present, many students in ordinary senior high school are not so active in speaking that they are forced to speak and achieve little though spending much time. Such problems as neglecting the students' emotional changes and at last makes the students lose the confidence of communicating with others. Neglecting the functions of affective factors may contribute to the fact that most students do not acquire the competence in oral English, they can't eliminate psychological blockage in the process of speaking. It is necessary for English teachers to help the students cultivate their active affective factors and take an active part in speaking.This paper, starting from a brief introduction of emotion to language learning, according to the survey oriented to students, and some relevant problems are exposed in oral English teaching with a questionnaire. A detailed analysis is given in this paper about the functions of affective factor on senior school oral English learning form two aspects: theory and practices. The paper suggests how to arouse the students' enthusiasm by means of affective factor, the author proposes that creating a friendly and cooperative classroom atmosphere in which all the participants are equal will help relieve the learners' debilitating anxiety, and stimulating students' motivation to take part in oral English activities, controlling the negative emotions and developing positive ones for oral English development. At last, the author analyses and discusses the result of the study.