The Investigation And Study Of Affective Factors On Oral English Learning In Secondary Vocational Schools

Under the background of the reform and opening up and rapid economic growth of ourcountry, along with the development of Chinese vocational education, secondary vocationalschools train technical talents, which aims to equip the secondary vocational school studentswith a certain oral English skills for their future career also for the development of the schools.But their English itself is poor and the spoken English test is not required in secondaryvocational schools, so the learning of spoken English is often ignored.There is a close relationship between affective factors and English courses. In2001,“Standard of English Curriculum” issued by the ministry of education points out that theaffective attitudes is an important factor in students’ learning and development. Therefore, thesecondary vocational school teachers must focus on affective factors into English teaching tomeet the requirements of quality education and promote students’ all-round development. Thispaper focus on affective factors in vocational English teaching and carry out the following:1. The author did a questionnaire of307students and30teachers who studied and taughtin several secondary vocational schools in Hangzhou. This questionnaire is preceded with thefollowing issues: Influence factors of the secondary vocational school students in learningEnglish; Using of the affective strategy by secondary vocational English teachers; Thecognition and importance of affective factors of secondary vocational school English teachers.2. Through the investigation and analysis, the results are as follows: On English learning,vocational students have negative affective problems, including anxiety, motivation,self-esteem, relationship between teachers and students. More than half of the vocationalschool English teachers have realized the importance of emotional factors in English teaching,but they neglect students’ learning method and personal factors, when paying attention to thecombination of individual education method and emotional factor. And the way and respect ofimplementing affective strategy is not appropriate.3. According to the result, the author proposed some specific suggestions about how toreduce anxiety, establish the correct motivation, restore self-confidence,and improvetherelationship between teachers and students, hoping to enlighten the teachers in Englishteaching of secondary vocational school.