An Experimental Study On The Integration Of Affective Education And Culture Teaching

Affection and culture play an important role in English learning and teaching. On the one hand, students can acquire adequate cultural input through culture teaching as well as the communicative goal and motivation. Affective education can effectively minimize students'affective filter, decrease their negative emotions, such as anxiety, inhibition and inferiority, and increase their positive affections, like confidence, interests, and self esteem. On the other hand, these positive factors enable students to learn English culture better. However, there are few studies on the integration of affective education and culture teaching in English teaching and learning nowadays, let alone the study of it through an experimental method. Thus, this paper aims to make a break-through in this field. A measurement is established concerning the changes of students'English learning motivation, cultural acquisition perception and examination scores before and after the experiment and through the self-made questionnaire in class, so as to find out the relationships among the three factors and also the significance of the integrated teaching combined affection with culture towards them.Based on the exploratory factor analysis of English learning motivation and cultural acquisition, it is shown that the former comprises of integrative motivation and instrumental motivation, and the latter consists of four perceptions concerning learning atmosphere, learning emotions, learning resources and learning methods. All of which are positively affected by integrative motivation. The reliability and the validity of the questionnaire are tested well. The experiment has found that students'integrative motivation has been enhanced with great progress of the above-mentioned aspects of cultural acquisition, but no obvious change in instrumental motivation, which demonstrates that culture teaching plays a vital role in English learning.There are five major parts in the paper: the first chapter is the literature review, which consists of the study on affective factors and the study on culture teaching home and abroad. Chapter Two is the theoretical basis mainly to explore the relationship among affective education and culture teaching. It also introduces some relevant theories, like affective filter hypothesis, input theory and schemata theory. Chapter Three and Chapter Four are the survey and data analysis of the experiment to testify the integration of affective education and culture teaching has a positive correlation with language achievement. The last chapter introduces the experimental discussions and Proposals for Integrating Affective Education into Culture Teaching.