A Practical Study On The Application Of Affective Teaching Strategies To English Instruction In Secondary Vocational School

The English Curriculum.Criteria promulgated by the Ministry of Education in 2001 clearly pointed out that affective factor is one important part of student learning and it is also the significant content and goal of English teaching.However,at present,most of the secondary vocational school students have very serious affective disorder in English learning and the negative affective factors have seriously hindered their learning English.Therefore,more and more researches are conducted to help students overcome the difficulties in affective attitudes,aiming at mobilizing the enthusiasm of students learning and improving students' English learning outcomes as well as teaching quality.This study based on Humanism,Affective Filter Hypothesis and Constructivism,attempts to implement affective teaching strategies in secondary vocational school English instruction with the aim of exploring the necessity and significance of affective teaching.There are three research questions to be explored in the research:1)What problems exist in the process of implementing affective teaching strategies in English instruction in secondary vocational school?2)What is the influence of affective teaching strategies to students' learning interests and learning habits?3)What is the influence of affective teaching strategies to students' learning effects?The study takes an Electronic School in Liaoning Province for example,and chooses 85 students of two classes which are taught by the author herself as subjects.The class with 42 students is chosen as Control Class(CC),and the other class with 43 is Experimental Class(EC).Before the experiment,the author conducted pre-test to students and questionnaires to teachers and students,aiming to know the current situation of implementing affective teaching in secondary vocational school.In the experimental process,the author used affective teaching strategies in experimental class,but in control class still used traditional teaching methods.At the end of the experiment,the author conducted post-test and questionnaire for contrasting to pre-test and questionnaire before the experiment in the two classes,and then analyzed and discussed the correlation data in the experiment.The following are the major findings.Firstly,many teachers pay less attention to affective factors and use few affective teaching strategies in secondary vocational school English instruction.Secondly,the students' English learning interests and learning habits are more effectively improved by using affective teaching strategies.Thirdly,the students' learning effect is also greatly improved by implementing affective teaching strategies.The study provides some reference points for affective teaching strategies and methods for teachers in secondary vocational schools.However,there exist some problems,such as students are greatly influenced by traditional teaching methods,some of them just ignore the affective teaching strategies,and they are inactive in cooperating with the teacher and other peers.All these problems surely have an impact on the experiment and need to be resolved in the future studies.