A Study On The Influence Of Affective Factors On English Learning In Senior High School

With further development of opening, English gets more and more concern from the Ministry of Education as a global language, and it has been learned as a compulsory subject in elementary and secondary schools domestically. More and more Chinese have realized the importance of English as a communication tool, and the schools, parents, students and teachers also give more concern on English learning. However, being influenced by the exam-oriented teaching philosophy, the phenomenon of stressing knowledge while ignoring the cultivation of affect still exists. In order to get high marks in the college entrance examination, a number of English teachers only pay more attention to knowledge teaching, while pay little to students’ motivation to learn English. Many parents, especially those in cities, would like to send the young into cram schools or find tutors to guide them to learn, which makes the students live in a situation of learning and re-learning by way of cramming method.Although the original goal is to get students gain better scores, there are some hidden troubles. First, the students always have a lot tasks in the school, and they feel very tired both mentally and physically. Once they meet more study tasks after school, their energy will be overdrawn, and they could not share some energy to learn. Second, the average age of students in senior high schools is between15and19, their self-evaluation and self-awareness have developed into a certain period, during which they have their own personal trend and values, and they may become antagonistic. Once they get too much pressure from the school, teachers and parents, they may have conflict with their parents and teachers gradually. Whenever it extends into English learning, they may lose interest in English. Third, although students obey parents’ and teachers’ requirement to learn, it is passive, which may hide some conflicting feeling. Once the pressure from the parents and teachers disappears, the students’ motivation becomes weak. Therefore, it’s necessary to pay attention to students’ affect, and try to cultivate positive affect in English learning.By referring to the theoretical base for language learning and teaching, and the situation of students in senior one, the thesis tries to explore the affective factors influencing English learning in high school by individual interviews, classroom observation and questionnaire. Besides, it tries to explore the ways to cultivate positive RP-HPLC...