The Influence Of Affective Strategy On Low Achievers In High School English Listening Teaching

In recent years, influenced by the humanistic thoughts, Chinese educators start to paymore attention to learners’ affective factors. As the New Criteria of English Pointed out,affective attitude refers to the motivation, persistence, interest, self-confidence, and the spiritof cooperation, all of which are positive affective factors. Of course, there are also somenegative factors in the process of English learning, such as lack of confidence, languageanxiety, inhibition, etc. Chinese scholars also explored some main reasons of foreign languagelearning disability, they pointed out that the main causes of low achievers were the emotionaland cognitive impairments, that was the lack of enthusiasm and basic ability of foreignlanguage study, most reasons of low achievers due to their psychological problems, such asweariness, anxiety, fear, inferiority, negativity and so on. Cele-Murica (1995) thought thatlistening is a "complex, dynamic and fragile (complex dynamic and fragile) process". intraditional Chinese education, English Listening Teaching pays too much emphasis on thedevelopment of students’ cognitive factors, and ignores the cultivation of emotional factors, sothat students have less interest and enthusiasm. Therefore, it requires that teachers shouldtake the penetration of cultivating students’ affective factors into English education, and paymore attention to develop the positive affective factors of the students, which has become animportant aspect of the ongoing reform of basic education. Therefore, the influence ofaffective strategies on English Listening Teaching in senior high school is the key point of thispaper.The thesis tries to research the current situation of senior students’ affective factors inEnglish listening class and the correlations between the affective education and the students’language achievement; it aims at finding methods to help students and teachers to improve thelearning achievement and the teaching quality. With humanistic psychology constructivismand Krashen’s affective filter hypothesis as its theoretical foundation, the research utilizesqualitative and quantitative methods to scrutinize the relationship among affect, affectivestrategies, affective variables, other learning strategies， and language listeningachievement．From September,2013to January,2014, an investigation was made among110students of Grade One of Kailuan Senior Middle School in Tangshan, Hebei Province. Thereare55students in every class．By means of the pre-test，post—test，first questionnaire and thesecond questionnaire，and interview，the research aims to study the influence of affectivestrategies on students’ emotional factors and the relation between affective education andEnglish listening comprehension in high school. Investigations show that senior students’ affective state in English learning is notencouraging, and affective problems exist extensively among learners, especially the poorstudents. The problems cover various anxiety, lack in motivation, inhibition, etc. To exploreways to eliminate students’ affective problems has become a task allowing of no delay. Thestudy results show that the use of affective strategy in senior school has the obvious role inpromoting English listening teaching. Especially for poor students, under positive affectivefactors their progress of English listening has been improved significantly. This thesis aims atappealing for people’s attention toward affective factors in senior English learning, seekingways to remove students’ affective barriers and construct positive affects in order to helpstudents improve the learning efficiency, and promote all-around development of the students.