A Study On The Current Situation Of Affective English Teaching In Grade One Of Senior High School

In English teaching,affective factors play an irreplaceable role.Affective teaching can not only improve students’ interest in learning English,but also enhance students’ self-confidence.In addition,it can promote students’ learning efficiency,so as to cultivate students’ positive learning attitude.Therefore,affective teaching accords with the spirit of quality education and is the core content and important aspect of basic education curriculum reform.However,due to the long-term influence of examination-oriented education and the society’s neglect of students’ affective life,there is still an irrational phenomenon in English teaching in senior high schools that attaches more importance to knowledge input and neglects affective factors.Based on the above premise and background,the author takes affective filtering hypothesis as theoretical basis,and uses questionnaire,interview and classroom observation as research instruments to look into the current situation of affective English teaching in grade one of senior high school.This research aims at answering the following three questions:1.What’s the current situation of the role of affective factors played by teachers in Grade One of Senior High School?2.What’s the current situation of students’ affective attitude towards English learning in Grade One of Senior High School?3.What are the existing problems in affective English teaching?The author selects students and teachers from two senior high schools in Xuzhou as the main research subjects.Two pieces of questionnaires are designed to hand out to 200 senior one students and 20 senior one teachers at the above 2 schools.In addition,to get more direct and useful materials for the research,2 classes are randomly chosen from one of the two senior high schools——No.1 Middle School to conduct classroom observation.Besides,the author chooses 8 students respectively to have an interview with them.Through data analysis,the following conclusions are drawn:First of all,most of the English teachers are not make full use of the positive affective factors to promote teaching.In the fact,affective factors are occasionally valued in daily teaching.Teachers usually teach with fun only in the new reading lessons every Monday,and they still adopt traditional teaching methods in most of other lessons;Most teachers can control their affect and influence students positively,but few teachers can handle the teaching content with affect.That is,they seldom use affective strategies to deal with teaching content.Besides,there is a lack of affective communication between teachers and students,especially after-school communication.Second,students’ affective attitude towards English learning is also not optimistic,and their sense of participating in class is not strong.The high affective filtering caused by students’ lack of motivation,interest,self-confidence and feeling of anxiety in learning English is the main obstacle affecting students’ participation in classroom communication.In addition,a large number of teachers still use the traditional teaching mode in class which centers on themselves,so that students’ enthusiasm for learning is also greatly weakened.Last,it is still very common to attach importance to knowledge and despise affect in English teaching in senior one at present.Most teachers are in the state of thinking more and doing less in the practice of affective teaching,and only apply affective factors to a few teaching links.They are not able to make full use of the positive affective factors to promote teaching because they lack a systematic knowledge of affective teaching strategies and methods.