A Study Of Regulative Role Of Affective Teaching In English Classroom In Junior High School

The New Curriculum Standards provide educators with scientific guiding policies and explicit practice objectives. Educators thus deeply realize that teachers’stimulation on positive affection during students’learning and their building up efficient learning environment for students play irreplaceable roles in the development of students’skills during the teaching process. The traditional English teaching puts more emphasis on the effect of cognitive factors during students’English learning. Of course, cognitive factors are important, but students in the seventh grade are in their particular period physically and mentally throughout their lifetime. It is an unwise action to only focus on cognitive factors but neglect other factors. English Learning itself is influenced by a number of factors, among which affective factors play important roles. Some relevant materials suggest that positive affective factors urge students to actively perceive new knowledge and thus lead to the improvement of the learning efficiency. Therefore, teachers should deeply understand the roles of affective factors and effectively make the positive effect of affective factors in students’ learning. At the same time, it is necessary for teachers to strategically reduce and avoid the effect of negative affective factors in students’ learning.This thesis, with the students in the seventh grade from Yuli No.2Middle School of Bayingolin Mongol Autonomous Prefecture in Xinjiang and from Qiaoshan Middle School of Huangling in Shaanxi Province as the research objective, aims to study the regulation of affective teaching to their English learning. This research is based on the theoretical thrusts of the classroom regulation and Krashen’s Affective Filter Hypothesis. Through questionnaires, English tests and interviews, the study analyzes the research results according to the theoretical thrusts and pays more attention to analyze the positive effect of affective factors during students’English learning in the seventh grade. The research implements affective teaching in the following aspects:students’listening and speaking practice, regulation of teachers’non-verbal language, and different assignments and assessments for different individuals. Under the premise of making sure the positive effect of affective factors in students’English learning, this research provides effective strategies on reducing and avoiding the effect of negative affective factors in order to make sure the benign state of students’English learning.The study shows that teachers should first give play to the positive role of affective factors during students’English learning in maximum, and strategically reduce and avoid the effect of negative affective factors in students’English learning. These strategies aim to set up students’self-confidence, stimulate their learning enthusiasm and reduce their learning anxiety by building up a happy and easy learning atmosphere for helping students construct the positive affection and avoid negative affection. What’s more, teachers should try their best to care about the languages and behaviors of every student, and avoid adopting the teaching methods that may lead to the negative affection of students’learning. Through providing effective strategies on reducing negative affective factors, such as anxiety, teachers can help students gain positive learning affection, learning attitudes and learning objectives, and excavate their potential in English learning with firm foundation for their broader and further English learning to a greater extent.