One Of The Affective Factors That Affect English Teaching In Middle School

The present thesis is an attempt to find out an effective way to solve the affective problems. This thesis analyses the largest emotion obstacle, anxiety and anxiety became the largest emotion obstacle that affects students'studying quality, and offers the proper policies based on the anxiety's formation and its reasons in learning a foreign language, using some basic theories on affective factors, so as to improve our English teaching.People gradually realize that foreign language teaching must be based on all the relative thinking elements that attract all the person's active elements and make them take an active part in the foreign language teaching. Students'active emotion can create mental state that is good for language study, while negative emotion will affect the effects of students'language study, the emotion element in education becomes more and more valuable. The emotion state directly affects their study action and study results, therefore solving emotion matters a lot. Anxiety is the largest obstacle in foreign language study. Anxiety easily leads language study into vicious circle: leading to strain, fright, wasting energy and attention. Thinking in language and memory will reduce a lot. The effects of language'input and output will become lower, therefore it deepens the anxiety.First, this thesis tries to tell something about anxiety, the formation of the theory and the themes of this thesis and the meanings of studying anxiety in middle school teaching. In the early 1980's, Stephen. P. Krashen put forward his"Affective Filter Hypothesis", in which he said affective filter affected the results of foreign language teaching and learning , and"teacher-student relationship"indicates that the more one has anxiety,the less one will learn .From the basic theory of Karason's imagination we can know that: anxiety and emotion have a direct connection. It ranks high among factors influencing language learning. Therefore, it becomes the main concern of this research paper. Although helpful anxiety or facilitating anxiety is still under doubt, the writer agrees with Brown who considers that both too much and too little anxiety may hinder the process of successful second language learning.I study it from its form, definition ,classification , function and its relation with study and I bring forward the solving ways of getting rid of anxiety in teaching according to its analysis of definition and anxiety's positive and negative effects in the form of the survey questionnaire and analysis. The solving ways are: using cooperation study strategies, found good students and teachers'relation. In English teaching teachers should pay attention to emotion communication. People pay more attention to English study, but English costs too much time and energy .Too much time and energy troubles study learners, which affects the language learners a lot, while emotion element is one of the most important ones, and anxiety is the most important one.The author suggests that affective factors should be of vital importance in language teaching and both the second language teachers and students should be sufficiently aware of the above affective factors in second language acquisition and avoid of building up high affective barriers,which would prevent the students from learning the target language. We should try to create association of positive affect towards the second language. We should try to create association of positive affect towards the second language and its speakers as well as towards the learning activities involved. What's more, there are still many problems to be solved in the affective domain: How should we get to good result by using middle level anxiety? How to solve depending too much on mother tongue in cooperation study?...