Application Of Affective Factors In Middle School English Teaching

In the middle school English teaching area, there are a lot of essays and books that more or less research English teaching methodology. But about affect in English teaching, the research work is comparatively scanty. New Standard Curriculum emphasizes the importance of the inner world of the learner and places the individual's thoughts, feelings and emotions at the forefront of all students'development. It argues whole-person development rather than the sole development and employment of cognitive skills. To perfect teaching system, excavate teaching potential, reduce Ss'burden of homework and mind, improve the teaching quality, carry out ability effectively, and train the talented persons are important characters of educational reform. School is a place where we learn not only subject matters; it is a place where we learn about ourselves and also life. Teachers can affect the lives and personal growth of learners of any age by what transpires in school. The infinite episodes, positive and negative, that students experience in the many hours spent in school can greatly impact their lives. Unfortunately, in school, at home and everywhere else, a good many of us hear far more critical than encouraging remarks about ourselves and others too. The outcome is that our self-esteem suffers, which can cause us to feel unsure about trying new ventures, tor can interfere with learning, relationships, succeeding and numerous other crucial things in life. Affective education strives to help students develop their full potential and relate effectively with one another as they learn the subject matter. therefore the content is combined, at appropriate times, with the feelings, experiences and lives of the learners, and deals with enhancing self-esteem, becoming aware of one's strengths, seeing he good in others, gaining insights into oneself, developing closer and more satisfying relationships, becoming conscious of one's feelings and values and having a positive outlook on life. As human beings, we all need to be listened to and to share, we have close relationships with others, to understand ourselves better, and to accepted as we are. Thus affective factors are helpful to improve and produce great results, at the same time, to promote the development of whole–person education in class.At home and abroad a lot of researchers show that the non-intelligence factor is very important in the foreign language the study. So-called non-intelligence factor refers to the person's emotion, will, character and mental state. Affect is one of the factors restricted by the student foreign language learning achievement, and it has been widely noticed by foreign language researcher for a long time. But they completely realized that affect has more important influence on English teaching quality. Because to solve affection problems may reinforce trust and good cooperative relations between teacher and teacher; increase the activities in the classroom, enhance students self-confidence and self-esteem; enhance students motivation and learning interests. Through Affection factor involvement in English teaching, it can be established students study potential, can be revealed and a good foundation for success. Both teachers and students'the affection is an important factor in the teaching process. It has great cause influence on and plays an important role in teaching practice activities. English teaching is a process in which the teachers and the students use English language to express their ideas and exchange affect. Therefore, teachers should pay attention to cultivating affection factors. Effective use of affection strategy can improve the teaching effect.This paper deals with the discussion on problems of affective factors and application. It include four affective factors: motivation, self-confidence, anxiety and empathy, which relate to each other closely, each one can not depart the others to exist independently. When facing a new language, not everyone has interest, if he has interest he may have confidence, motivation or anxiety or may not. If self- confidence is enhanced, motivation maybe more intense, anxiety may be reduced; if anxiety is reduced, confidence may be higher, motivation may be consolidated. For the teachers and students, empathy is embodied in every aspect of teaching.All above four affective factors illustrate their influence to the English teaching and the solution from the perspective of motivation, self-confidence, anxiety and empathy, the writer does not analysis it very deeply and comprehensively, in fact they are some other affective factors influence the foreign language teaching, such as inhibition, introversion/extroversion, classroom transactions and so on. Because Krashen advanced the theory of"affective filter hypothesis", some researchers set about studying it, but this is only a simple analysis on the basis of theory and practice, the affective factors are not carried out much in teaching or are not carried out at all, so this is one of directions for the teachers to develop.In foreign language teaching, there appear a lot of approaches. This essay lays special stress on humanistic approach and analyses the influence of some important affective factors on language learning, for the purpose of inviting teachers'attention to students'emotions in fulfilling their teaching task. Language teaching and learning is a complex process. In this process, what to learn and how to learn are influenced by the cognitive motivation, yet cognitive motivation is determined by individuals'affect. So in language teaching, teachers should always bear the affective factors in their minds and put students in the first place, then they may achieve the success in language teaching.Affective factors play a significant role in language teaching and learning. And this paper argues that learning-cognition and emotion-are now separated from each other in English teaching in China, which attaches too much importance to cognitive side of language learning while neglecting the function of affective factors. Some relevant problems are exposed in English teaching with a questionnaire. A detailed analysis is given in this paper about the functions of affective factors on language learning. Some suggestions are put forward on this basis.Then , how do we use affection to improve our English teaching?Professor Lu Jiamei's Teaching Rules are widely accepted.1 Teaching in pleasure2 Teaching with affection3 Interact affective between the teachers and the studentsEspecially in English teaching, the most important thing is to emote the students'interests in learning English. Teachers should use their own emotion to influence the students. In addition, teachers must remember in every minute we teachers are facing and educating the real persons teachers should fully recognize the students'cognitive level and changes of feelings, and then adjust our teaching. Only after we do like this, our English teaching can be more effective, and the students can make great progress.