The Investigation And Intervention Study On English Academic Emotions Of College Freshmen

Academic emotions have been the focus since its appearance in 2002 for both psychologists and educators. With its further research, more and more teachers begin to apply it to their teaching fields. As an English teacher for years, the author finds on the base of the existed research:There is little research on English academic emotions of students in vocational institute. However, it is necessary to take some measures for these students who apparently suffer from the positive academic emotions in English learning.This paper introduces the research in the past and recently on academic emotions, English academic emotions and intervention study systematically. Then it employs the adopted "English Academic Emotions Questionnaire" which originates from the version of Yu Guoliang and Dong Yan.171 freshmen from one college in Jingzhou were investigated. Accordingly,6 volunteers and 6 matching students were chosen as participants. Based on the cognitive-behavioral therapy, we designed the one-month program for the 6 volunteers as the experimental group. After the program, both 6 groups were tested again.Analyzed by the SPSS17.0 Chinese version, the results show that:The positive emotions overpass the negative ones in general, but the negative emotions bother the students a lot, such as depression which takes the first place in the list. Except the anxiety (p<0.05), the others show no significant difference between male and female students. The cognitive-behavioral group counseling is effective for adjusting college students’ English academic emotions. After the intervention, both positive and negative emotions are improved. To be specific:the positive high-activation emotions rise a little bit, the positive low-activation emotions rise a great bit, the negative high and low-activation emotions fall significantly.