The Application Of Affective Strategy In English Learning In Junior High School

The curriculum design in recent years has been influenced by humanistic-affective currents of thoughts. Participation in the decision-making process opens up greater possibilities for learners to develop their whole potential. In addition to the language content, they also learn responsibility negotiation skills and self-evaluation, all of which lead to greater self-esteem and self-awareness. With the issue of the New Course Criteria in China, Chinese Educators began to pay more attention on the affective factors of their students. In the New Criteria of English Course for Primary & Secondary Education in China, the affective attitudes refer to the interest, motivation, self-reliance, persistence, and cooperation(《英语课程标准解读》第八章p.69) and they are mostly the positive affects. There are also negative affects that greatly influence the L2 learning, such as language anxiety, lack of confidence. In some way, affective factors concern not only the language learning and the education itself, but very much the development of a person. We don't want our children to be "effectively blank". So we must integrate language learning with the affective development of the students.Therefore, the influence of affective education towards Junior English teaching becomes the point of view in this article. The subjects involved in this experiment are 100 junior middle school students of Class 6 Grade 7 and Class 5 Grade 7 in Hohhot No.19 Middle School. Class 6 is experimental class, the other is control class. There are 50 students in every class. By means of the pre-test , post-test, first questionnaire and the second questionnaire, the research has the following two conclusions: First, through affective education in the English teaching process, students'frequencies of using affective strategies in experimental class in English learning are more than that of in control class. And the second, through affective education in the teaching process, in experimental class, students'scores of English tests improved a lot, compared with traditional teaching class.The thesis consists of six chapters:Chapter One Introduction. State the aim, importance and necessity of the research.Chapter Two Literature Review. Mainly introduces the definition of affection, affective education, the relationship between affective education and language learning, affective strategies, etc.Chapter Three Experiment. Put forward the research questions; state the objects of the research, the instruments, the methods of collecting and processing data, and the exact experiment procedure.Chapter Four Data Analysis and Discussion. Use SPSS software to analyze the collected data, and discuss the results.Chapter Five Implication. Draw implications to the teachers of the Junior English course.Chapter Six Limitations and Further Research in This Field.