A Survey Of Affective Factors Of High School Students With English Dyslexia

In 2017,the Ministry of Education promulgated the General High School English Curriculum Standards(2017 Edition)(hereinafter referred to as Curriculum Standards),which put forward the core literacy of the English subject,and integrated knowledge and skills,processes and methods,and affective factors in three dimensions.Curriculum Standards points out that students should make good use of affective strategies in the process of learning and using English,the purpose of which is to regulate their own learning emotions and maintain a positive learning attitude.This shows the importance of affective factors in English learning.This study uses a combination of qualitative and quantitative research methods such as student questionnaires,student interviews,teacher interviews,etc.The student questionnaire relates to the impact of reading motivation,reading anxiety,and self-efficacy in reading on high school students' English dyslexia.The negative influence of affective factors on English reading of 550 students in a school in Yuzhong District is investigated,analyzed and summarized.The results of the study show that: reading anxiety is common among high school students;the internal motivation for English reading is weak and the external motivation is strong;the self-efficacy of reading is not clear and firm.The study further found that the great academic pressure and high school students' self-awareness which are subject to external environment,language and other factors cause high school students' anxiety;the international social environment and China's examination system have a large impact on high school students' external motivation,and students' interest is not in learning;the mastery experience and substitution experience of failure affect high school students' self-efficacy.In order to change the influence of affective factors of high school students on English reading dysfunction,this research tries to make corresponding suggestions for teachers,students and other aspects from the perspective of affective factors,so as to improve the English reading ability of high school students.As for the English teachers,they should set up diversified activities and increase the interest of teaching content in order to promote emotions with knowledge,change teaching concepts and enhance their own affective cultivation in order to use emotions to attract emotions,change their own roles and create an equal and democratic teacher-student relationship in order to promote emotions.As for the students,they should understand their own status,clarify their tasks to enhance learning motivation;cultivate the habit of English reading,change passive reading to active reading;underestimate the gains and losses of grades,maintain a calm mind to reduce anxiety;strengthen self-awareness,improve self-confidence,and increase self-efficacy.As for others: firstly,the school set up mental health courses and psychological counseling room;provide psychological training for teachers.Second,parents should not pay too much attention to students' performance;try to communicate with students and learn to ask for help.