Nvestigation Into The Status Of English Affect Teaching In Junior Middle School

English teaching is not only the process of language teaching, but also is the process ofthe affective communication between teachers and students. The national basic educationcurriculum reform points out that English teaching should focus on training students’comprehensive language using ability and pay attention to strengthen the cultivation ofstudents’ positive attitudes at the same time. The aims of emotion and attitude as one of thefive goals of English subject have significant influence on teachers’ teaching efficiency aswell as students’ learning behavior and the study results. Affect teaching can arouse students’interest in learning, strengthen students’ self-confidence, improve students’ learning efficiencyand finally cultivate students’ positive learning attitude. Therefore, the affect teaching accordswith the spirit of modern school quality-oriented education, and it is the importantunneglected aspects and core content of primary education curriculum reform. However, theresearch on the status of teachers’ affect teaching of English in the junior middle school,especially in the rural junior middle school, is still rare. This research investigates the presentsituation of English affect teaching and discusses the existing problems in rural junior middleschool.Based on the related theories, such as psychology, second language acquisition, theauthor analyzed the theoretical basis of affect teaching. By the distribution of questionnairesto48English teachers as well as the employment of interviews to some teachers andclassroom observation, the author investigated the present situation of affect teaching ofEnglish in rural junior middle school in depth.According to the investigation and analysis, the author found that most of the Englishteachers have got a certain degree of understanding of the new curriculum reform’ s spirit andcontent. Furthermore, they also consciously have carried on the requirements of affective target in the process of English teaching. However, it cannot be denied that the status ofEnglish teachers’ implementation of affect teaching was not ideal, and at the same time, manyEnglish teachers were lack of affect teaching theory so they could not make full use ofaffective factors and give full play to the positive role of affective factors. Under the pressureof examination-oriented education, teachers still pay more attention to the cultivation ofstudents’ cognition but ignore the training of their positive emotion and attitude. In this case,teachers are only the knowledge provider.Based on the research results, the author has put forward two specific suggestions forthe implementation of affect teaching of English in rural junior middle schools. On the onehand, English teachers should enrich the knowledge of affect teaching theories and methods.On the other hand, the educator should think more deeply about examination-orientededucation system, and transform the existing evaluation method into formative assessment byattaching more importance to students’ learning process. At the end of this thesis, the authorhas proposed some suggestions for further research on this topic.