A Study On The Emotional Barriers Affecting English Learning Of Middle School Students

Emotional education is the one that makes students feel cheerful and is a complicated, rich, spiritual and influential education. The educational system in our country is set up mostly under the guidance of science. Its disadvantages have been shown clearly as laying particular stress on cognition and overlooking emotion . That is against students molding their whole-some personality and noble-minded sentiment. Language study should combine cognition and emotion ,base on students'mental activity .Compared with other subjects , the frequency of mutual activities between teachers and students or students and students in middle school English classes is higher but still rare. The nature of frequency and directness of mutual activities decide on the complexity of mental acttivities in class, whilst additional there is a lack of the real language surroundings .Also mistakes and failures may happen occasionally. Students may be tested on psychology quality ,volition traits and in different trials. Some of them may practice well under the teachers'encouragement. Some of them may have a negative sense of diffidence and inferiority. The appearance of dread ,tension, worry ,fidgeting and repugnance may be seen on students'faces if they do not understand or speak out , and these ways can not be understood by teachers .Without adopting measures in time, let alone for a longer time , the students may be afraid to have English lessons, dislike English , feel wronged and acted rashly against teachers, and may not even listen to English lessons , refuse to hand in homework and show other severe behavior.Establishing emotion as a premise , putting emotion into English teaching ,and eliminating emotional barriers, will not only accomplish the teaching aim smoothly, but make for students'harmonious development .Thereby, it is an important task to unify the aim of emotion and cognizance, to provide activities of emotion and cognizance.This thesis is written against the background of the newly-designed syllabus in China. Its purpose is to call people's attention to cultivating the positive affection of the students. The thesis firstly reviews the research on emotional barriers, analyzes the relationship between emotional barriers and English teaching, then ,with the help of the related theory, investigates through questionnaires, formulated in a different way and studied using statistical methods to describe the result. To show that there is a positive correlation between the level of students'emotion and their English scores.On the basis of the investigations above, this thesis analyze the effect of emotion in students,discusses the reason for emotional barrier, and provide the strategies for overcoming the barrier. The thesis aims to emphasize the humanistic idea.