A Study Of The Correlation Between Vocational School English Teachers’ Affection And Students’ English Learning Interest

Secondary vocational education is the lifeline of vocational education system in China.With the rapid development of national economy and society,higher requirements of comprehensive quality have been put forward by enterprises and society for junior intermediate technical workers who are cultivated in the secondary vocational schools.English has become one of the most important knowledge reserves to improve the professional ability and comprehensive quality of secondary vocational students,However,most of the vocational students are in their critical period of teenagers to adults.When they enter the secondary vocational schools,their affection is in a special period of contradiction and sensitivity.In addition,due to the long-time emotional frustration caused by academic pressure and failure in entering high school,their attitudes toward English learning are afraid and evasive after entering the secondary vocational schools,in fact,they are not interested in English learning at all and lacks the motivation to learn English,which make the vocational English teachers face more difficulties and challenges in English teaching.How can solve the problem that students are afraid of learning and teachers are afraid of teaching be solved? The key is to remove the emotional barriers of students at first.Under the guidance of Krashen’s emotional filtering theory,in order to stimulate and improve students’ interest in English learning,English teachers should help students overcome their negative emotional barriers with their own positive emotional factors.At the same time teachers’ positive emotional factors can also promote the language input and absorption of students to achieve the success of English teaching.Therefore,the author carried out a survey in a secondary vocational school in Qujing,using the scale and the questionnaire to explore the relationship between teachers’ affection and students’ interest in English learning from the perspective of qualitative and quantitative research.Three research questions are waited for solve:1.How about the English learning interest level of secondary vocational school students? 2.How about the level of English teachers’ affection involvement in secondary vocational schools? 3.What the correlation between teachers’ affection invovelment and students’ interest in English learning? The data collected from the survey is analyzed by SPSS20.0,and the results show that: firstly,the secondary vocational students’ English learning interest is poor,which is reflected in the unclear orientation of English learning content,poor extensibility of English learning methods,poor stability of English learning,and low self-efficacy.Secondly,the secondary vocational English teachers’ affection involvement is not enough.It is necessary for the teachers to pay more care,understanding,encouragement and respect to the students.There is a significant correlation between teachers’ affection involvement and students’ interest in learning.The more teachers’ affection involved the higher arousing of students’ interest in English learning.Teachers’ care and understanding can positively predict students’ English learning content orientation and learning method extensibility.Teachers’ understanding and encouragement can positively predict students’ English learning stability and English learning efficacy.An English teacher full of love and care can stimulate students’ positive affection and English learning interest,and make contributes to students’ academic performance of English learning.