A Study Of The Strategies Of College English Emotional Teaching In Non-English Major Students

Emotional teaching refers to a kind of teaching method that not only focused on knowledge and skills, but also on students’ emotions and attitudes, the improvement of comprehensive qualities and the improvement of life as well as world outlook in the process of teaching. In recent years, more and more teachers and researchers have paid much more attention to emotional teaching. The teaching goals are not only confined to knowledge and skills, but also the teaching goals concerning about emotions. In the syllabus the constitutors have set explicit rules to pay attention to the emotional teaching. But in the actual teaching situation, we can observe that the emotional teaching doesn’t apply widely and compressively. The reason for this is not because of that the teachers aren’t aware of the importance of emotional teaching, but they don’t have suitable strategies to put them into practice.The famous American linguist Krashen proposed the affective filter hypothesis. The Affective factors include motivation, self-confidence, and anxiety and so on. Because of the operability of the affective factors, lots of researchers have made surveys on oral English, vocabulary and reading comprehension. The results indicated that the affective factors have different degree of effects on second language learning indeed.At present, the phenomenon of “teacher-centeredness” widely exists in the college English teaching. To explore the reasons, we find that the main reason is that the class scale is too big. The communication between the teachers and students is not by the emotion but by the knowledge in the textbook. There is lack of communication between teachers and students in the class. The quality-oriented education stresses on the teaching mode of “student-centeredness”. That is to treat students as the main body of teaching, while the teachers as the guider. And it also proposes to pay sufficient attention to the students’ emotion.In the perspective of emotional teaching, this thesis makes a survey on 200 freshmen at Changchun University of Science and Technology College of Optical and Electronical Information in order to find the existing problems about emotional teaching. According to the result of the survey, most of the respondents have the obvious instrumental motivation. For most of them, the purpose of English learning is just for passing CET-4 and CET-6, going abroad or getting a good job. Minority of them learn English for internal motivation such as the interest to the English cultures. In the survey, the author focuses on the aspects of emotion, anxiety, self-esteem and so on. As a result, the author discovered that the students are eager to obtain emotional attention from teachers. According the analysis of the data, the author offers feasible suggestions. Teachers can solve the existing problem by paying the emotional attention to the students, inspiring the students’ motivation, reducing students’ anxiety and gradually improving their confidence in English learning.This thesis is divided into six parts. In Chapter One it introduces the research background, research purpose and significance. In Chapter Two it is literature review. First it gives a definition of the concept of emotional teaching, and then introduces the relevant research at home and abroad. In Chapter Three it puts forward the theoretical framework. In Chapter Four it states the methods and objects of the survey. In Chapter Five it makes a basic analysis on the result. In Chapter six the author makes a further exploration on the result by combining the data with interviews on a part of the respondents, and put forwards the strategies that can apply in the real emotional teaching. There are three aspects: the students’ learning situation, teachers’ teaching situation and the application of the textbooks. In the last part, the author makes a brief analysis on the limitations and shortcomings of the research.