A Preliminary Study On Teacher-Student Affective Interaction In College English Classrooms

Affect plays an important role in Collge English teaching and learning, however, in traditional College English teaching, the teacher pays much attention to the ways of delivering knowledge, but easily omits the aspect of teacher-student affective interaction., which improves the teaching and learning effect if well exerted. In this thesis, the author tentatively defines"teacher-student affective interaction"as an affectively communicative form embedded in various classroom teaching and learning patterns, mostly initiated by the teacher and functionally dependent on students'feedback and response both psychologically and behaviourally, which helps to foster pro-learning affective factors and to decrease anti-learning affective factors. And the classroom teaching mode which incorporates teacher-student affective interaction is named TSAI (teacher-student affective interaction) teaching mode by the author.The theoretical reasons for taking teacher-student affective interaction into the consideration in the College English teaching field are expatiated upon on the groundwork of precedent linguists'and researchers'prior exploration and research about affective factors in EFL teaching and learning. Some strategies for facilitating teacher-student affective interaction are also supplied based on the author's long-term teaching experience. Then comes an illustration - teaching cases in the author's classes, in which a questionnaire is conducted over the students to test the issues included in the field of teacher-student affective interaction. And the result indicates that the TSAI teaching mode does have advantages in improving College English classroom teaching and learning effect. Besides, teacher-student affective interaction has some embranchment benefits, which are addressed in Chapter 4.To summarize, teacher-student affective interaction does facilitate College English classroom teaching and learning process and help result in a better teaching and learning effect. It will be beneficial for College English teachers to grant some attention on affective questions of students and try teacher-student affective interaction at times. And do not let your confidence be shaken by minor mistakes in the exertion, or if it is not as successful as hoped, because it needs to be continnually tried and adjusted to amount to the optimal effect. Meanwhile, it lays a good basis for the students'affective and psychological development in the long term.