Onaffect In College English Teaching And Learning

Language learning is a very complex psychological process, but also one of the most common cognitive activities. Throughout the process of foreign language learning, students are influenced not only by the intelligence quotient (IQ) but also by the emotional intelligence factors (EQ) which plays the greater role. However, under the impact of the traditional concepts of education, the emphasis on cognitive skills in foreign language teaching has long been dominant, and English language education in China is no exception. In recent years, English language education in China has given top priority to develop cognitive skills, while ignoring the affective factors of the individual learning and the training of creativity. Teachers manage the class and occupy most of the talking. The only job for learners to do is listening. They seldom exchange their feelings and learners have little responsibility for the teaching and learning styles, materials and evaluation. As a result, learners only concentrate on passing examination and their competence in language use is very low. Therefore, it is urgent to take some actions. One of the most important aspects is to play more weight on the development of the students' affective abilities which emphasizes to combine the students' affect with the language teaching.Based on the results of questionnaires in this study, it is a very common phenomenon that the cognition and emotion in college teaching and learning is separated. In order to solve this problem, this paper, according to Social Constructive Model by Marion Williams and Robert L Burden, proposes to stimulate efficient affective factors and avoid or diminish passive ones from the four interactive factors: students, teachers, tasks and context. The social constructivist Model proposes that knowledge is built by individuals and not conveyed by others, which is closely connected with the circumstances and results from social interactions. This paper puts forward some positive strategies and methods from the perspective of students, teachers, tasks and context, which all interact as parts of a changing process. Students fulfill certain personal characteristics to the learning process. In order to improve motivation, enhance confidence and lower anxiety, students pick out suitable strategies to enable themselves to fulfill their learning task. Teachers, acting as the role of mediators, are vital in cultivate the positive atmosphere to stimulate learning process, to develop confidence, to nurture a sense of belonging, to developing appropriate learning strategies. Teachers'beliefs and values are reflected in the learning tasks and the leaning methods they present; students in turn comprehend and fulfill these activities in accordance with their interpretation. Thus learning tasks symbolizes an access between teachers and students. Both teachers and students should adopt positive affective tasks to promote cognitive development. Only under harmonious and friendly atmosphere, can students feel secured, and it is possible to achieved better communication and cooperation between teachers and students.In this paper, the results and evaluation of two experiments confirm the feasibility and generalization of these strategies. Nowadays, the concept of quality education has been accepted by more and more people, therefore with the emphasis on profound study of affectivity, we're likely to improve the college English teaching quality and effectively find solutions to affective problems.