The Effect Of Active Emotional Arousal On Vocational College Students' English Listening

Over the years of English teaching,the author has found that most of the vocational college students often hold negative emotions in their study,and some of them usually achieve low scores of their study.When it comes to English listening,some students with low listening scores claim that the phenomenon of low English listening scores seems to be related with their emotions while listening,apart from their own insufficient language foundation.And the obstacles caused by negative emotions become particularly visible,thereby to a large extent hindering their English listening competence.The author has come to realize that it is of necessity to make a study of the students' listening abilities combining with positive emotions.Accordingly,the author reviewed the relevant literature in terms of several aspects(such as emotion,emotional arousal,memory,cognition,listening teaching and so on).In the course of consulting the literature abroad and at home,the author found that the domestic research on active emotional arousal theory started later,and mostly focused on the active emotional arousal of primary and secondary school and university students,ignoring the vocational college students' emotional arousal.Moreover,it has not been found the relevant research on the active emotional arousal theory applied to English listening learning and teaching.Therefore,it is of great significance to conduct the study of the effect of active emotional arousal on the vocational college students' English listening abilities.The present study primarily answers the following two questions: 1.What is the effect of active emotional arousal on students' positive emotional values? 2.What is the effect of active emotional arousal on students' English listening ability?The study lasted for a semester(18 weeks),in which the students majoring in Medical Imaging and Rehabilitation in Shandong Medical College were recruited by the author to participate.The students in the experimental class were required to watch the edited video clips to arouse their positive emotions,while those in the control class did not watch the video clips.Furthermore,no difference was identified in the teaching methods between the two classes.When a semester came to an end,a comparison was made in terms of scores in the pre-test and the post-test of emotional values and English listening.Four questionnaires were employed by the author,namely,Teenagers' Academic Emotion Questionnaire and a questionnaire formulated by Chen Weiwei from the Effect of Emotional Arousal on Listening,Achievement Motivation Scale(AMS)and the General Self-efficacy Scale(GSES)for the derivation of the related data.Subsequently,with the use of SPSS 22.0,the author acquired relevant data statistics.After the study,the recruited students received specific interview.The major findings of the present study include: First,after a semester of active emotional arousal,the author compared the pre-test and the post-test of emotional values in two classes and found that the changes of emotional values in experimental class are significant,while the changes in control class are not significant.Second,through the comparison of English listening scores between the pre-test and the post-test,the author found active emotional arousal can really improve the students' English listening scores in experimental class.Achievement motivation and self-efficacy have less effect on students' scores.Later,through the interviews of the experimental class,it is found that the students in the experimental class are obviously more interested and confident in English listening.Given the mentioned findings,the author proposes some suggestions regarding how to effectively arouse the students' positive emotion,and points out the defects of the present study and proposes some suggestions for the subsequent study.