Application Of Affective Teaching In The Smooth Transition From Junior English Teaching To Senior

The first year of senior middle school is the transition period from junior to senior. How to achieve a smooth transition is a challenge to all the students and teachers in grade one of Senior high schools every year. English is one of the main subjects of senior schools. It is a critical issue to handle the transition of English teaching smoothly. The result of the issue may have a great influence on the efficiency of English teaching and learning. It can promote the quality of English teaching and it can also widen the gap among the students. There are many researches on the transition of English teaching from junior to senior which mainly focus on the transition of textbooks and knowledge but few are concerned with the affective teaching. The New Curriculum has put the emotional objectives into the teaching objectives; however, there are few teachers who take it seriously. Based on the relative theories of the affective teaching, the author analyzes, in this thesis, the effect of the affective factors in the transition and then finds out the proper affective teaching strategies which can help smooth the transition.In order to know the present status of the students’and teachers’affective teaching in grade one of senior middle school, the author has designed some questionnaires and interviews for them. The author chose100students from two classes she taught and10English teachers in senior one as subjects. The results show the effect of affective factors on the English learning and teaching. The students’learning interests, learning motivation, self-confidence and anxiety all can affect their learning efficiency. As for teachers, the results show that many teachers have not paid enough attention to affective teaching; they pay little to the students’affective development and the communication between the teachers and students. They know little about the students’characteristics, hobbies and interests. After a semester’s experiment, the students in the experimental class which was taught with affective teaching have improved a lot both in affective factors and learning achievements, but the controlled class has changed very little. The controlled class was taught with the usual teaching methods. And the two classes were both taught by me. That shows the positive effect of affective teaching in the transition of English teaching from junior middle school to the senior. By comparing the results of the questionnaires and tests, the author has found out the affective factors which affect the transition, to discuss the application of affective teaching in English teaching during the transition period and then figure out the effective affective teaching strategies in promoting the smooth transition of English teaching from junior to senior.