The Power Of Young Adult Literature Reading Materials In Fostering Learners' Positive Affect In English Reading

Schumann (1998) argues that emotion filters all learning and cognition. If this is true then the study of affective factors in foreign language learning is important. Many studies on affective factors to second or foreign language learning have shown that positive affect such as self-esteem, empathy or motivation can greatly facilitate the language learning process while negative affect such as anxiety, fear, stress, anger or depression can hinder our optimal learning potential. In China, more and more researchers began to study the importance of affect in English learning to the Chinese learners. However, most of these studies on affect in language learning are aimed at either adult learners or college students and are seldom if ever directed at senior high students. Literature as a kind of reading material is also recommended by some scholars, but the role of Young Adult Literature (YAL) as English reading material to foster Chinese learners' positive affect in Senior Highs is rarely studied. A survey among 310 Chinese senior high school learners reveals that most learners take a relatively negative attitude to English learning and the main reasons for this according to the survey are the lack of interesting reading materials, positive affect for English learning and appropriate guidance.Considering that the newly published English Curriculum Standards for Senior High School are demanding on learner's positive affect in English learning and enlightened by the fact that enough evidence has shown that young adult literature is an effective reading material in fostering the love of reading to native English young learners, the author of this thesis carried out a 5-month experiment with a group of senior high school learners (n=45) utilizing young adult literature in the elective reading classes. The result of this experimental class' achievement was later compared with the control group (n=43) that had normal English classes as a contrast. The data collected indicate that learners exposed to young adult literature gained relatively higher motivation and confidence and showed lower inhibition and anxiety in English learning. They exhibited more empathy traits and were more tolerated to ambiguity as well. Their willingness to share and communicate with the peers also increased andthey are more open to new ideas. Thus together with the other findings from the experiment, a tentative conclusion can be drawn that young adult literature reading can arouse the learners' interest in and motivation for English reading, enhance their willingness and confidence in self-expression, increase their understanding of real life and foreign culture and improve their appreciation ability as well as their language proficiency. Implications of the experiment and suggestions for using young adult literature to promote English reading are discussed and put forward at the conclusive part of the thesis.