A Study On The Application Of Affective Factors In Senior High School English Teaching

Along with China’s reform and opening up, the relationship between China and the world has been constantly close. As a result, English is becoming more and more vital as the main language tool. The scale of China’s English language education and teaching are continually expanding. Meanwhile English teaching has made great achievements. However, it can not be ignored that there still exists various problems in the process of secondary school English teaching. For example, there are phenomena that teachers pay more attention to knowledge teaching and neglect students’ emotional development in China’s English teaching, particularly in senior high school. This not only affects the quality of English education and teaching, but also restricts students’ emotional development.The Standard of English Curriculum of Full-time Compulsory Education and Ordinary High School issued by our country’s Ministry of Education affirms that “Emotion is an important factor that influences the students’ study and development”. Therefore, in the contemporary society which stresses quality education and develops all aspects of students’ personality, it is crucial and necessary to make the best of the affective factors in English teaching reasonably to create a pleasant and harmonious English classroom atmosphere and arouse students’ interest in English learning in order to achieve good teaching quality and promote students’ cognitive and emotional development.With regard to the study of affective factors in language teaching at home and abroad, some experts divide affective factors into two kinds: one is positive affective factors, including motivation, interest, attitude, self-confidence, self-esteem, persistence, the spirit of cooperation and so on; the other is negative affective factors, including inhibition, anxiety and so on.With the help of questionnaire, test and interview in the experiment, the researcher testifies her hypothesis that affective factors indeed play a critical role in senior high school English teaching.The thesis consists of six chapters. The first chapter is introduction, introducing the research background, the research methodologies, the research significance, the research questions and the layout of the thesis. The second chapter is literature review, including studies on affective factors at home and abroad. The third chapter is theoretical framework, explaining the theoretical base of emotional factor, and showing the definition of affective factor, types of affective factor and affective factors concerning English learning. The fourth chapter is the main body, stating the application of emotional factors to senior high school English teaching and the teaching experiment in detail. The fifth chapter analyzes and discusses the result of the research. The sixth chapter concludes this paper and gives some feasible suggestions.In conclusion, this paper elaborates the specific problems encountered in English teaching practice in senior high school. The research methodologies are of great feasibility in practice and in line with the present teaching reality. Hence, it can offer some guidance for English education and teaching in senior high school.