The Effect Of Affective Teaching On Self-access Learning Of English

With China entering WTO, English is becoming more and more important. English teaching has attracted much attention. In the modern research of English teaching people not only regard teachers' teaching as an important factor but also take students' learning seriously. The researchers who study English teaching from the perspective of students' learning have written articles to discuss self-access learning, cooperative learning, and exploring learning. Gardner and Miller did a series of researches and in China, Pang Weiguo also wrote a book about self-access learning. The researchers discussed not only cognitive strategies but also affective factors. The earliest researcher who paid attention to affect factors is Dulay, who discovered the theory of the affective filter hypothesis in 1977. Krashen gave a further study of it. Although the focus of affective factors was known, there isn't much practical research on combination of affective factors with self-access learning of English. In this paper the author will attempt to explore how to execute affective teaching to foster students' self-access learning of English. In the research, through the Questionnaire, Final English Test, English results comparison, which throws light on how negative affective factors hinder students' self-access learning and draw a conclusion that affective teaching can promote students' self-access learning of English. The paper is divided into four parts:In Chapter One, the definition of self-access learning is given. The theoretical background, and characteristics of self-access learning aredealt with as well.Chapter Two discusses affective factors influencing self-access learning, and how such affective factors as motivation, attitude, and personalities are related to students' self-access learning. Then the data collected through Questionnaire, and Final English Test are given an analysis, which shows how these affective factors are related to the results of students' self-access learning.In Chapter Three, based on the introduction of tactics and principles of students' self-access learning of English, the tactics and principles of affective teaching are provided. Besides, the theoretical background of affective teaching is also discussed.Chapter Four gives a data analysis of the second research, which still gives a Questionnaire and a Final English Test after half a year. The research has proved that Class A has made progress because of using affective teaching, while class B hasn't made progress on account of the problem of affect factors.The conclusion shows that the affective teaching should be carried out to foster students' self-access learning of English and that English teachers should create a relaxed, democratic climate to relieve students' negative affective factors and cultivate student's positive affect factors. In this way, self-access learning of English will be successful.