Remove Obstacles And Apply Emotional Teaching In Oral Class

The main purpose of English teaching and the essence of language learning is for communication and self-expression. Besides, with the development of China's modernization and business transactions around the world,. especially Beijing's successful bid for 2008 Olympic Games and China's advent of the WTO, China needs greatly thousands of people with a good command of English, being capable of speaking English fluently. Furthermore, it is a vehicle for social solidarity, for social ranking, for professional advancement and for business. Therefore, speaking is very important. However, in China, after studying English for several years, students are still 'mute' in speaking in spite of their large vocabulary and grammar knowledge. Though Cooperative Learning Approach has been proved to be a very useful teaching method, there exist some obstacles, which lead to "mute", in applying cooperative learning approach in oral class.By investigation, the author finds that students' behavior is internally motivated,that is, "mute" English in oral class is mainly owing to their own internal factors,such as anxiety, inhibition, poor self-esteem and lack negotiation. Apart from theinternal factors, there are also some external factors affecting "mute" English inoral class, like teachers' word, correcting learners' error, improper tasks forstudents and lack of oral test system. For solving the problem of the "muteEnglish", the author attempted to apply emotional teaching into oral class found ifan effective way to change the situation, emphasizing full attention should be paidto the learner's emotional well-being, which has long been neglected but isurgently needed in the oral class. Through looking into the concept of emotionalteaching, exploring learner's positive and negative emotions as well as therelationship between emotion and language learning, the author bring out to createa psychologically secure environment in oral class. In the psychologically secureenvironment, the author suggests promoting learner's participation by minimizinganxiety, giving positive external feedback, tolerating of ambiguity, creating motivation, improving self-esteem and applying positive teachers' nonverbal behaviors, proper way to correct errors and authentic assessment as well as developing a good relationship with learners.