A Correlational Study Between Teachers' Emotional Factors And Class Interactive Teaching Efficacy

In recent years, many researchers and scholars have paid increasing attention to psychological theories to explain, reveal and solve various problems in language teaching. The influence of the affective variables in language teaching has been acknowledged by experts both at home and abroad.The study was carried out through the combination of the quantitative and the qualitative research methods which began with the hypotheses based on the relativeness of L2 teachers' affective variables and teaching efficiency. The author brought forward two suppositions in this thesis: (1) The students' achievements have the direct proportion with the degree of the appreciation to their teachers. (2) Teachers' affectiveness casts influences on students in class so that negative effects decrease the class interactiveness.Aiming at the first supposition, the author developed a set of statistics modeling and simulation study, which focused on the teachers' characters, the students' appreciations and students' exam scores in order to reveal the influence of teachers' affective variables on students' achievements.To counter the second supposition, the author proposed, from both the observable and unobservable perspectives, a series of influential factors of language teaching and learning. Furthermore, based on the communication theory, the author explained the mathematic relationship among affective variables, knowledge output and knowledge intake.Therefore, according to the series of the suppositions, the author suggested that teachers should pay full attention to the students' emotional needs and decrease the negative effects on students. Meanwhile, the students should encourge the teachers to be absorbed in their instruction by cooperating with their teachers actively in order to acquire abundant knowledge in the limited time.