Practical Explorations In Affective Foreign Language Learning And Teaching In Vocational Schools

With the development of the society and the constant renewal of educational idea, affective factors in education have been attached great importance by academics. Affective education has become an indispensable part of quality education , which has played an important role in overall development of the students,especially for vocational school students. But in the past, too much attention is paid to the building of knowledge and the development of students'intelligence in foreign language teaching regardless of the development of the students'emotion, thus the students'studying enthusiasm could not adequately be mobilized and the students'imagination and creation were bound up too.So far there have been many research articles about emotional teaching published both home and abroad. Although research in this area dates long back, its application in teaching has not really taken shape especially in vocational schools. Because the students'achievements are not good, there is a certain problem in their psychology. Overloaded with such a pressure teachers, most often, forget about quality education and the appreciation of emotional teaching strategies. In order to realize humanism and respect in teaching and preserve students interest in English learning in vocational school, teachers should endeavor to do research in the appreciation of emotional teaching model so that students can attain an all-round development.Nowadays ,more and more vocational school teachers are complaining that it's a disaster to teach vocational school students English. There are forty or fifty students in a class ,50% of whom don't finish their junior education. Of the rest of the students, 90% fail to get their junior schools'certificates. The students'qualification is becoming worse and worse year by year. In their English study, they are not willing to memorize new words and phrases, let alone understanding the text. They can neither make a complete sentence nor finish their homework on time .They show indifference to the teaching. The class is seldom in good order. According to a survey on the new-comers of the first year vocational students, we conclude that most students had a sense of learned helplessness. They believe that they are doomed to failure no matter how hard they learn. They often cause discipline problems and have conflicts with their teachers, which is annoying. Many experienced teachers have to teach these students. However, they find no pleasure in teaching . The thesis is trying to analyze this problem. This paper describes the characteristics of the vocational school students who have a sense of learned helplessness, analyzes the passive effects which have a great effect on students'learning and proposes some strategies to motivate those students to carry out their tasks in English study.This paper focuses upon current situation of affective teaching in foreign language in vocational school and analyses how to apply affective factors reasonably and better to foreign language teaching in vocational school. The results from my experiment show that reasonable application of affective strategies has enhanced teaching effects and quality effectively in vocational school. The students'enthusiasm and initiatives are better mobilized in the equal, democratic and harmonious learning atmosphere along with the adequate cultivation of the student's cognitive strategies of English learning.