A Study Of The Relationship Between Learners' Affective Factors And College Oral English Proficiency

Affect and cognition are two inseparable aspects in language learning, supplementing each other. In second language teaching, affect refers to emotions, feelings and motivation. Learners'affective state has a direct influence on the learning process and results. More and more attention has been paid to affect in language learning. Many researchers have conducted a great number of studies on it from different perspectives. However, the present studies either concentrate on one single affective factor while ignoring other factors or view language as a whole while neglecting oral language research, which is the most important aspect in the process of language learning. Under the current educational background of China, there are some questions that merit meditation of language learners: What is the affective state of non-English majors? Are there any differences of affective factors between male students and female students, between students with high oral English proficiency and low oral proficiency? What is the relationship between learners'affective factors and oral English proficiency? Which factor influences oral proficiency most? What strategies should oral English teachers take in the future teaching?In view of the above recognition, the present study is conducted to explore the relationship between three main affective factors and oral English proficiency, aiming to provide valuable suggestions for future oral English teaching.The present study was conducted among 164 students in their fist year of university study through questionnaire and oral test. Major research findings are: most students suffer a high level of anxiety, which negatively correlates with oral English proficiency; most students have strong motivation to learn oral English, which is positively correlated to oral English proficiency; most learners show a high degree of self-esteem towards oral English learning. Self-esteem and learners'oral English proficiency are positively correlated though the correlation is not significant. Anxiety is the most important factor that influences learners'oral English proficiency. Great differences exist between students with high oral proficiency and low proficiency, especially on anxiety. Male learners and female learners show great difference on anxiety and motivation. Male learners are more anxious towards oral English learning while female learners have stronger motivation and are more inclined to make effort in oral English learning. Male learners show a little higher self-esteem than female learners in oral English learning.On the basis of the above results, the author puts forward her discussion and explanation, and provides her suggestions from the perspectives of oral English learners and teacher. Meanwhile, the limitations of the present study and recommendations for future research are also pointed out.