The Study On Strategies Of Affective Teaching Of English In Primary Schools

With the deepening research of linguistics, people come to realize that affective factors are closely related to the foreign language teaching. The efficiency of learning a foreign language does not only depends on the learners' cognitive ability, but also on whether they developed a positive or negative emotion factor during the process of learning.In 2001, the Ministry of Education regulated that English should be a required course for the primary schools in cities and counties all over the country. Concerning the emotional attitude of the students is one of the targets of the course, which means the teachers should, in according to the psychological and physiological characteristics of the students, inspire the students' interests in learning foreign languages, foster a positive attitude among the students and make the students confident in their abilities of learning English.The research on the affective teaching of English in primary schools, especially that on the strategy, is not fruitful, however, since the limited time and experience of teaching English as a second language in primary schools in China. This dissertation, thereby, focuses on the strategies of affective teaching of English in primary schools. After discussing relative theories on affective teaching of English in primary schools, based on the teaching practices, the author analyzed the essence of the strategies of affective teaching of English in primary schools and the foundation of developing those strategies and gave a suggestion on the basic strategies of how to implement affective teaching of English in elementary schools in China.The dissertation was developed in following chapters:Chapter 1 is a review of relative researches. In this chapter, the author started with a general outline of the ideas and researches on affective teaching by both Chinese scholars and scholars in other countries. Then, the author turned to focus on the various schools of foreign-language-teaching which are founded on the affective factors during the teaching and learning process among foreign scholars. After that, the author made a survey and analysis on the researches on affective teaching of English in primary schools by Chinese scholars.As an introduction, Chapter 2 focuses on the aim, the scope, and the essence of the research. It also involves the cause and significance of the research, as well as the methodology adopted by the author.In Chapter 3, the author concentrated on the essence and the theoretical foundation of China's affective teaching of English in primary schools. The author analyzed relative theoretical foundation of affective teaching of English in primary schools, the significance of sentiment in elementary English education, and the affective elements in primary English teaching .The author later made an analysis of the value of the idea that is using affective factors to enhance the teaching effect in English teaching in primary schools.Chapter 4 is about the meaning of the strategies of affective teaching of English in primary schools and the principles according to which the tactics are developed. The author elucidated on the principle in four aspects as the target of affective teaching of English in primary schools, the qualities of the teachers, the progress achieved by the students and the main content of the foreign-language-teaching at primary schools.Chapter 5 is on the basic strategies of how to implement affective teaching of English at the stage of elementary education. Strategies can be developed from following four aspects of the foreign-language-teaching at primary schools: the content, the organization, the appraisal and the environment (especially the psychological environment). The contents include three aspects: the showing strategy which involves how to show the affective elements of the teaching, the arousing strategy which involves how to arouse the implicit affective elements of the teaching, and the implanting strategy which involves how to implement affective elements into the contents without affective taints. The author also suggests the strategy of team cooperating and character exchanging between the teachers and the students, which implement affective elements into the organization of teaching. The third, the author puts forward the affective strategy of the appraisal stage of teaching: complimentary appraisal, characteristic appraisal, differential appraisal and subjective appraisal. Finally, the author brings forward a strategy of improving the teaching atmosphere which can harmonize the relationship between the teachers and students build a free and relaxing attitude among the students, so that the dignity of every student can be fully respected.