An Exploration And Utilization Of Affective Factors In English Teaching Of Senior High School

Along with the deepening of China's reform and opening up, China and the world have been constantly enhanced, English is increasingly becoming the language of the main tools. The scale of China's English language education and teaching are continually expanding and continuous reform of English language teaching accumulated experience. However, due to long term effects of test-oriented education, there are phenomena that teachers pay more attention to knowledge teaching and neglect students'emotional development in China's English teaching in secondary schools, particularly in senior high school. In response to the determinable fate of the college entrance examination, high school teachers focus their education and English teaching on it. High school English class becomes a training ground for college entrance examination campaign so that teachers are working like machines and students are passively accepting what teachers teach. Teachers completely ignore emotional requirements of the new curriculum standards for high school English education. This not only affects the quality of education and teaching, but also restricts students'healthy emotional development. Nowadays,we should attach great importance to quality education in all aspects of students'personality development, so we should pay attention to the application of emotional factors in English Teaching. We should create a happy and harmonious English classroom environment and stimulate students' interest in English learning in order to achieve good teaching quality and promote their cognitive development.With regard to language teaching at home and abroad in the study of affective factors, some experts divide affective factors into two:one is an individual factor; the other is the teacher-student relationship. The individual factor includes:learners affected by gender, age, personality characteristics, learning environment, language aptitude, learning attitude, emotional factors, cognitive styles and learning strategy and many other factors. Emotional factors, such as language anxiety, motivation, self-esteem, confidence, empathy and inhibition, directly affect the learning behavior of learners and learning effects, its influence and role is not to be underestimated and neglected. The teacher-student relationship refers to the one between the learners and teachers of the emotional factors, including empathy, classroom exchanges, cross-cultural awareness. Teacher-student relationship is accompanied by feelings of teaching activities which have naturally formed the teaching activities, an objective and fundamental factors. It is subject to the teaching process and results of the direct impact.In this paper, the author combines the relevant language teaching principles of emotional education and the status quo of high school students'English learning with questionnaires and teaching experiments contrast in order to analyse how to better use emotional factors in English teaching. The results show that:rational use of emotional factors, can effectively improve the effectiveness of English teaching and student learning motivation, and thereby their performance is markedly improved.