Studies On Affect Education In Middle School ESL Classrooms

Learner's abilities are paid more attention to in English class according to quality-oriented education. English teaching in class is actually a process of learners' study voluntarily with the character of independence and research. Emotion is of the first importance in learner-based study, an internal driving force and a response for whether one is satisfied with his/her needs and intension. The atmosphere in which the teacher and students are willing to believe in and support each other will promote a harmonious interaction, and it will help the task in English class to be suit to learners' needs and intension effectively. Thus, to study emotion is helpful to improve and produce great results, at the same time, to promote the development of whole-person education in class.There are three kinds of basic affection factors: of teachers' own; of learners' individual differences; between learners and learners; between learners and the teacher and learning materials.At present, learning materials for middle school are compiled based on those co-operated by China and Britain, which not only embodies the demands of language capacity and application but also requires the interaction between the teacher and learners to be more effective. In the design of English-teaching class, learners' aims should be based on tasks of cognition, psychology and affection. The task of affection is related with forming attitude, improving ability to appreciate, renewing ideas of value, molding affect and so on. Affection is of the first importance but is the most difficult research topic, because there are many affection misunderstandings in English teaching practice in the aspects of learners and teachers.C. A Curran (1972), an American famous psychologist, pointed out that the creative relationship to support and depend on each other and the learning atmosphere where learners are pleasant. Douglas Brown (1999), Rebecca Oxford (1990), Earl-W Stevick (1976) and Jane Arnold (1999), who are linguists, once made their explanation for affect in second language. Insisting on the theory of humanism psychology and humanistic educational ideas, they emphasized that learners can carry on their own instructive learning process just when their needs of physiology and psychology. Jack. C. Charlie & William. Cord (1998) believe that affective strategies will helplearners to control over their emotions, attitudes, motivations and values.Referring to the research successes home and abroad, this thesis has started with the present situation of English teaching at home and has studied and brought forward some effective strategies and methods for affect in English teaching class, by the experiment scientific data and facts from south to north, from public schools to privacy ones and from big classes to small ones, even to normal ones. The results of the common class and the research class in which affect strategies have gone well, and the data from the questionnaires show that effect education can improve the effect in the middle school English class, accustom to the knowledge body changes in new classes, and promote the development of learners' continuous ability effectively.