A Study On Low Affective Disturbances In Teaching Of English-reading

As the important part of research into learners' individual differences in foreign and second language learning, affects draw more and more academic concerns of EFL or ESL teaching both at home and abroad in recent years and much attention has been paid to learners' affective disorders in this realm. Low affective disturbance English teaching has achieved success in the university. However, it is still new in secondary vocational schools. This study, taking GSVTCI as an example, intends to test whether the students' reading comprehension can be improved by lowering their affective disorders in these schools.This thesis consists of six sections. Section one is introduction, which states the present status quo of secondary vocational education in Gansu and the English teaching in GVTSCI, the purposes and significance of this study with explanations to the affective disturbances and some key terms involved. Section two deals with the literature review, which introduces the researches on affective education and affective disorders in language learning both in China and abroad. The third section introduces two theories involved in this study. One is humanistic approaches which were mainly put forward by Erikson, Maslow and Rogers. The other is Krashen' Affective Filter Hypothesis in Monitor model.Section four, advances the hypotheses and provides some information concerning the subjects, instruments, procedure, strategies used in lowering the students' affective disorders, data analysis and discussion. According to the posttest reading scores of the EC, the subjects are divided into three groups: top group, middle group and bottom group. In each group, the comparison is made between the EC and the CC in the three reading tests and three investigations, and then we discuss the relationship between their reading and affective disturbances. The results indicate that the top and bottom groups' reading scores are almost not influenced by their affective disorders; that the middle group's reading scores increased a lot with the lowering of their affective disorders.Based on the above data analysis and discussion, the following conclusion has been drawn: Lowering the affective disturbances of those who are not too poor in English but have serious affective disorders in the secondary vocational and technical schools can improve their English reading. This is the fifth section of the thesis.Section six is the implications, limitations and some suggestions for further studies.