The Research On The Affective Factors In Second Language Acquisition And Oral English Teaching

This thesis studies mainly from learners' affective factors: motivation, anxiety and also self-esteem and personality, so as to explore the relationship of the oral English learning and the affective factors. Motivation is a very important factor in language learning. It has been widely accepted by teachers and researchers as one of the key factors influencing the rate and success of oral English learning. Much of the work in this area suggested that it is important to initiate the learners' learning motivation. Anxiety is an important affective factor that pervasively obstructs the leaning process. The relationship between anxiety and education in the second language setting has been well established throughout the research world for decades. The second language oral learning process is also strongly influenced by individual confidence, self-esteem and personality traits residing within the learners. However, what's the current situation of non-English major learners' affective factors in the Chinese university teaching and learning settings? What's the correlation between learners' affective factors and their oral learning achievements in the test? And what kinds of the teaching strategies the teacher should use in following oral English teaching.The thesis briefly reviews the previous and current research in the domain of affective factors inside and outside China. Inspired by the relevant fruitful research results, the thesis tries to examine the affective factors' influence on the non-English major students' oral output and find a better solution through the research.In the research, the investigation is taken among the non-English major sophomore students in Northeast Forestry University. It is made by the instruments of questionnaire, oral tests and interview. Based on the classroom experiment, the empirical study mainly deals with the following:Though the results of the experiment, it found that there definitely exists correlation between the oral English learning and affective factors. The data shows that there's also correlation between the English oral achievements and the affective factors. This research has an overall understanding of several affective factors' influence on the oral output e.g., the motivation, confidence, anxiety, self-esteem personality etc. Through the interview and class observation, the author finds the different manifestation ways of affective factors and the major source of it reported by the sample and influence of teachers and teaching progress on the students' affective factors. Then the solution to alleviate the affective effects is presented from the students' perspective and some useful teaching strategies are also offered. It proposes to promote the students' motivation, strengthen their confidence, perfect their self-esteem, low their anxiety levels and create better oral output environment etc, so these can alleviate the negative effects of the affective factors.Finally, the author sums up the main ideas of this study, provides the answers to the research questions, describes its theoretical significance and practical value to the present college English teaching and learning, points out its limitations and finds out what is still left done for further study.