Study On Students’ Affective Factors In Higher Vocational College And Their PRETCO-BAND A Achievements

With the emergency and development of Humanism, the students’ affective factors receive an increasing attention during the process of language teaching. As a part of higher education, the students in higher vocational technical school are also influenced by affective factors. Therefore, it is of vital significance to pay more attention to learners’ affective factors in English language teaching and learning nowadays. Focusing on students’ affective factors and educating students all-roundly contribute great to students’ physical and mental development, and further help them to become the qualified technical and practical talents.Based on Humanism and Krashen’s language acquisition hypotheses, this paper applies the quantitative research method to analyze the relationship between the seven subjects’ affective factors, such as:intrinsic motivation, extrinsic motivation, anxiety, personality, attitude, inhibition and empathy; and their achievements in the PRETCO-BAND A. The writer aims to find out the possible influence that the leaners’ affective factors made on the vocational school students’ English achievements. The writer attempts to answer the following questions.1. What are the most influential factors to the subjects?2. Do the high score group and the low score group differ in their individual affective factors and how?3.Do femle group and male group differ in their affective factors and how?4. Which individual affective factors have predicting power to the learners’ achievements in PRETCO-BAND A? These research questions were explored by The Learner Affect Questionnaire and the learners’ scores in PRETCO-BAND A. The subjects are Sophomore of non-English major in College of Science and technology of China Three Gorges University.The statistical results indicated that among the seven variables related to learners’ affect, intrinsic motivation played most important role on the subjects, empathy played least role on the subjects. There were significant differences in the affective factors between the high-score group and the low-score group. The high score group was more motivated by intrinsic motivation than the low score group. The high score group paid more attention to their learning attitude than the low score group. The low score group was more influenced by anxiety and inhibition than the high score group.There were also significant differences in the affective factors between the female group and the male group. The female group was more motivated by intrinsic motivation than the male group. The female group attached greater importance on their learning attitude than the male group. The female group felt more extrovert than the male group during their learning process. Therefore, teachers should make students of different types live up to their potentials as possible so as to fulfill the students’ needs of both their emotive and cognitive development.The data also showed that intrinsic motivation, attitude, inhibition and anxiety had significant predicting power on the subjects’ achievements in PRETCO-BAND A, which will lead to new direction for foreign language teaching that intrinsic motivation should be centered on and that foreign language teachers should create more chance to stimulate learner’s intrinsic motivation.