Study On Affective Teaching In Secondary Vocational School Classroom English Teaching

Psycho-linguistics studies have shown that cognition and affect are two of the indispensable aspects in foreign language learning and teaching. Since the development of humanism in the 1960s, more and more attention has been paid to the role of affective factors in cognitive learning process. Affect refers to learners' emotion, feeling, mood and attitude in learning processes. Foreign language teaching studies also find that affective factors play an essential role in foreign language teaching: affective factors influence the success and failure in foreign language teaching and learning; affective factors and cognitive factors are not separate from each other, and they are the important part of the whole-person development. However, current foreign language teaching in China has largely neglected affective factors, which leads to the unsatisfactory effect of secondary vocational English teaching.This thesis discusses how to employ affective learning (AL) in secondary vocational English teaching to stimulate learners' positive affect, and to improve the learning effect. Affective teaching is a kind of teaching approach in which teachers in the teaching process make good use of the positive consideration, therefore to consummate teaching goals, to improve teaching methods and to consolidate teaching effects. The research questions studied in this thesis are:1. Affective teaching helps students to improve their language ability.2. Affective teaching reduces students' negative affective factors.Based 1 semester research on students of 2010 grade in Shijiazhuang information management school, the research findings show that teachers can stimulate learners' motivation, expand students' interest, and promote the inner connection between learners' affective factors and English learning through effective affective teaching strategies. Teachers also can employ students' various affective needs (such as reducing learning anxiety, enhancing self-confidence, etc.) in English learning process and integrates English teaching and affective education by means of affective teaching strategies, which makes for facilitating learners' linguistic competence, improving English teaching effect, but also makes for the development of learners' non-intelligent factors.