Research On The Influence Of Affective Factors On Oral English Learning Achievements Of College English Learners

In view of the fact that the oral English achievements of many College English learners are still not very satisfactory, the author did an empirical study on the affective states of 326 non-English major sophomores in Harbin Engineering University by way of questionnaire. In this study, Gardner's Socio-educational Model and Krashen's Monitor Model serve as the theoretical foundation. SPSS was used to analyze the correlations between oral English achievements and the five affective factors, i.e. attitude, motivation, self-esteem, anxiety and inhibition, respectively. And the following is the results: 1) the subjects, as a whole, have a higher degree of attitude and motivation, moderate levels of self-esteem and lower levels of anxiety and inhibition; 2) females scored significantly higher than males in motivation and attitude, while males and females show less difference in anxiety, self-esteem and inhibition; 3) oral English achievements and attitudes, motivation and self-esteem are significantly positively correlated respectively. However, anxiety and inhibition show less correlation with oral English achievements. Lastly, some suggestions are offered to oral English teaching on the basis of the findings of the empirical study, with the hope of improving college students'oral English achievements.