Emotional Factors In The College English Teaching

Affective factors play a key role in the process of teaching and learning collegeEnglish. The article starts with the affective domain in the pedagogy and psychology.Then the article reviews the domestic and foreign theory about affective factors in thelanguages teaching field so as to show the significance of concerning the affectivefactors.Based on empirical studies, the author inspected the present situation of affectivefactors of 1,095 non- English-major undergraduates of 2004 and 2005 Grades inYanbian University by using the questionnaire survey and quantitative analysis method.According to the findings, the article discusses some problems existing in the affectivefactors and appeals to the widespread concern for the affective factors. And the articleproposes some feasible suggestions to stimulate and cultivate the positive affectivefactors.By statistical analysis of tile survey data, the results show that:The current state-of emotion is not very satisfactory. On tile whole, many studentshave a neutral affective attitude to English language and English learning, and have apositive attitude to English society and culture in the aspect of the affective target. Butfrom the results of the various affective factors, we learn about that the overall qualityof their affective development is still lagging behind. Anxiety, less confidence andinhibition affect students' motivation and efficiency. The above negative factorsbecome the barrier of English learning.Different sexual students have difference in affective targets, learning motivationand anxiety degree. On the positive affective factors, boys are significantly lower thangirls. Meanwhile, gifts are more vulnerable to the effects of anxiety in the process oflearning English.Korean nationality students and Hart nationality students have no significantdifference in affective targets. Korean nationality students have a very obviousaffective tendency to the English language. But Korean nationality students have lessself-confidence than Han nationality studentsStudents who are in different levels and use different textbooks have difference inaffective targets, affective factors and learning motivation. The first-level students arebetter than the second-level students. About learning motivation, there is some significantly positive correlationbetween intrinsic motivation and positive emotions. There is no significantlycorrelation between extrinsic motivation and affective targets. Therefore stimulatingthe intrinsic motivation becomes the key factor in improving English.All in all, the college English teaching should be based on affective content.Teachers should establish clear affective objectives, and stimulate intrinsic motivationof students, and help the students develop a positive affective attitude, increaseself-confidence and reduce anxiety. Teachers try to create an appropriate psychologicalenvironment in classroom. According to different groups of students, teachers shouldadopt the different methods to help students overcome the psychological constraints sothat students havethe full development in the English proficiency. Thereby the qualityof college English teaching can be promoted.