A Study On The Affective Model In English Interpretation Teaching In Vocational Colleges

As a major part of higher education, vocational colleges have made striking achievements in English education in the past ten years. While due to the reality that vocational students’foundation and teachers’competence are relatively limited, confronting such a high-intelligence interpretation activity, the oral interpretation teaching in vocational colleges undoubtedly fall into a dilemma, and the situation is not optimistic.The thesis is based on Carl Rogers’humanistic theory and Maslow’s "Hierarchy of Needs "theory. By analyzing the influence of affect on interpretation learning in vocational colleges, the researcher aims to explore an affective teaching model which contributes to fostering learners’affective attitudes in class, stimulating positive affect, and improving their interpretation proficiency.In the research, Class One and Class Two of Grade2011in English department in Jinzhou Teachers’Training College are chosen to conduct a12-week experimental research. Qualitative and quantitative research methods are used in this research. Questionnaires, interviews and test are used to obtain research data, which are analyzed by SPSS software. The researcher got some findings from the experiment as follows:1.English majors in vocational colleges showed widespread anxiety and tension in interpretation class. They had relatively low self-confidence with the absence of intrinsic motivation. And their gaining of self-esteem largely depended on techers’approval and classmates’praises.2.After conducting the affective model, students’positive attitudes were fully promoted. Their intrinsic motivation was increased, and self-confidence was promoted. Besides, students’anxiety and tension was relieved.3.By comparing the results before experiment and after experiment, the conclusion can be drawn that students’ interpretation proficiency was effectively improvevd after conducting the affective model.That is:there is a positive relationship between the application of affective teaching model and the inspiration of learners’positive affective factors, that learners’interpretation proficiency is improved.