Penetration Of Emotional Factors In Functional English Teaching

In recent years our country has paid much attention to vocational education, so it has developed quickly. But the scale and development of vocational education still cannot meet the needs of the development of economy and technology. Therefore, vocational education authority has required that the vocational schools should cultivate much more students with higher quality.Second language researchers have long been aware that second language learning is often associated with affective factors. If the learners have high anxiety, they will have low learning efficiency in language study but if they construct positive affects, they will improve their language performance. The theories of affective factors in language learning have been accepted quickly by most researches and teachers in China. But now in most vocational schools teachers are exam-oriented or job-oriented in daily teaching. They ignore the feelings of students or they have no time to care about the emotions of the students in class. So cognitive ability is developed while the atmosphere of teaching becomes dull, which leads to pains in learning. The relationship between teacher and students is getting difficult to deal with. In order to solve the problems, the author believes that imparting knowledge should be combined with active development of affective education. Attention to affective factors in English teaching gains good results, including arousing students' interests and initiative, promoting intellectual development, fostering good attitudes of learning, and improving relationship between teacher and students.In March 2008, the author conducted an investigation among her students of a vocational school to find out the existing problems of affective education in English teaching. Then an experiment of combining affective factors with English teaching was carried out. Analyzed statistics show with positive affects constructed, the average students and the poor students make much progress in their English study. Their learning efficiency has also improved. The author puts forward some measures to remove students' affective barriers and cultivate positive affects and appeals for teachers' attention toward affective factors in students' English learning, seeking ways to promote all-round development of the students as to realize a new model of English teaching combined with emotions.