The Application Of Emotional Factors To Senior School English Teaching

Because of the reform and opening-up ,the scale of English teaching in our country has been expanding .English teaching has made great achievements ,however, for a long time ,there is still a phenomenon in the middle school that English teaching of our country only takes cognition seriously but neglect the emotional factors .It not only influences the quality of English teaching but also restricts the developing of students' emotion healthily .It thus comes to be a very significant research point how to inspire the interest of students' English learning, how to make students set up their confidence, and how to realize the interactivity of the positive emotions between the teacher and students ,students and students .The Standard of English Curriculum of the Full-time Compulsory Education and Ordinary High School (experimental draft) issued by our country's Ministry of Education affirm that "Emotion is an important factor that influences the students' study and development". For the first time emotion becomes one of the five English teaching goals, and the first task of English course at the basic educational stage. English teaching in senior middle school should not only develop students' ability of language knowledge and ability of using language ,but also pay more attention to students' emotion .Teachers should train students' active learning attitude in teaching to help them improve their abilities of considering and judging independently, develop their abilities of communicating and cooperating with others ,inter-comprehending and inter-communicating. In the contemporary society which stresses quality education and initiates life-long learning, it becomes more important that teachers should make the best of emotions factors in English classroom teaching with the purpose of humanism and respect to create a pleasant atmosphere to arouse students' interest in language learning and to advance students' cognition strategy.Much study about the application of emotional factors to language teaching focuses on two factors: one is individual factors, including anxiety, inhibition, extroversion-introversion and motivation etc; the other one is relational factors, including empathy , classroom transactions and cross-cultural processes etc .This paper consists of five parts. The first part is introduction, introducing the objective and meaning of this study. The second part is literature review and the theoretical framework of this study, summarizing the types and theoretical base of emotional factors. This article uses Jane Arnold's approach, dividing the emotional factors in language teaching and learning into two types—learner's individual factors and the relational factors, and has carried on brief introduction to the emotional teaching's theoretical base—humanistic psychology and constructivism. The third and the fourth parts are the main body, explaining the application of emotional factors to senior school English teaching and the teaching experiment. The application of emotional factors in senior school English teaching mainly include the following: enhance students' will in learning English, reduce the anxiety of students; use diverse teaching methods to inspire students' motivation; use more positive words to enhance the students' self-confidence; strengthen cooperative learning and promote a positive attitude towards English learning; establish harmonious relationship between teachers and students and create a harmonious emotional atmosphere; unearth the emotional resources in teaching materials and infiltrate emotional teaching. This research mainly uses the questionnaire survey and the teaching experiment contrast research technique. In September 2007 and April 2008 carried on the emotional manner questionnaire survey as well as the examination paper test to the experimental class and the comparison class, and compared the results. The fifth part concludes this paper. Although after more than a semester's experiment, in the academic record aspect, compared with the comparison class, the experimental class does not have the remarkable enhancement; the experimental class student's study interest enhances greatly, the teacher—student relations are also harmonious, the students' anxiety in English learning decreased significantly, no longer feel that study English is one kind of burden. So we need to apply emotional factors in senior school English teaching to improve the quality of English teaching.