Affective Factors Influencing Senior High School Students’ Oral English And Countermeasures

Since the reform and opening up, China has witnessed the rapid development in Englisheducation, but the English teachers who are engaged in elementary education are still facing asevere challenge, that is how to improve and promote their integrated capacity of usingEnglish while teaching them basic English. Teachers should enable students to use fluentEnglish to convey information and communicate with others freely. However, the presentsituation of oral English teaching in our middle schools is that English teachers still put toomuch emphasis on the students’ cognitive skills, paying attention to their mechanical memory,ignoring the cultivation of the students’ affective factors. This is also a main reason thatcauses the poor oral English among the middle school students. Therefore, it’s necessary topermeate the affective factors into oral English teaching effectively in the middle schools.This study has analyzed some relevant theories on affective factors and the present researchstatus at home and abroad, combined with the oral English teaching situation in Grade2inYantai No.1Senior High School. A survey on the affective state in oral English teachingwas conducted among the students in the liberal arts class and science class of this gradeseparately and some major affective factors affecting the students’ oral English were found.Through the field interview with some English teachers in this grade, the author analyzedtheir existing problems in oral English class. According to the summary and analysis of theresults, the author proposed some countermeasures that can help facilitate and promote thestudents’ oral English proficiency by using the reasonable and effective affective strategies.This study shows that using some reasonable and effective affective strategies in our oralEnglish class in senior high schools can produce multiple results. It can mobilize the students’enthusiasm and self-confidence in learning oral English, enhance their interest and stimulatetheir potential of self-creativeness. It can also help students overcome the affective obstacles.As a result, oral English teaching in middle schools can be greatly optimized.