On The Affect Teaching In Problem Students’ English Learning

With the rapid economic development of our country, various kinds of new thoughts and inventions swam into our world. However, for teenagers who are not mature enough to distinguish the right from the wrong, some negative information would seriously influence their outlook of world and value. Teenagers are relatively less involved into the complexing society and they are sensitive and vulnerable in essence. Therefore, teenagers are likely to accept the temptation of those unhealthy factors and become problem students.Problem students usually refer to those students who are reluctant to study and have troubles in their ideology and morality. Family issues, school problems and social temptations are the three most important factors that is responsible for the emergence of problem students. To deal with problem students, teachers have to adopt some special teaching methods and pay more attention to those problem students compared with normal students. Recent studies show that affect as an indispensible part in English language learning, can greatly enhance the study interests of students who study English as foreign language learners. Therefore, this paper mainly studies the positive effects of problem students’English study by employing affective teaching methods. As is known to all, work-study school is a special kind of school aiming at changing and cultivating problem students. Work-study schools set out to investigate how problem students come into being and what methods they can adopt to give these problem students a better chance. Therefore, it is very necessary to initiate an affective study among problem students in work-study schools to explore effective teaching methods to enhance the study interests of problem students.This paper takes altogether50people from two classes in a work-study school as the sample of this research. Both classes are in the third year of middle school. The experimental class was taught with relative affective teaching methods. Teachers for the experimental class paid much attention to the students’affective conditions in English learning process. However, to the controlled class, the same teacher still uses the same teaching methods. By designing questionnaires, recording English study conditions and testing of these problem students, the research explores the affective condition of problem students from the perspective of interest, self-esteem, anxiety, empathy, motivation and personal factors. The results of the test show that the students in experimental class improved a lot in both affective factors and learning achievement during a semester’s time. However, students in the controlled class remained almost unchanged in their English learning. Moreover, the results of the questionnaire suggest that the affective condition of problem students in experimental class also exceed those of the students in controlled class. This paper discusses the affects in problem students’ English learning and relative affective teaching methods. By doing so, this paper tries to prove the positive effects of affective teaching in problem students’ English learning. Besides, this paper also proves that personal factors should also be a significant affective factor that influences problem students’English learning.This paper mainly adopts a quantitative research method and sets out to investigate effective affective teaching methods for the English learning of the problem students in work-study school. The data collected from tests and questionnaire is carefully analyzed and summarized hoping to provide some useful suggestions for future English education of problem students.