Research Into The Influence Of Senior High School English Teachers’ Classroom Discourse On Students’ Learning Affect

The Standard of English Curriculum states that “In the stage of basic education, theEnglish course should not only develop students’ language knowledge and language skills, butalso have the responsibility and obligation to cultivate the students’ positive affectiveattitude.” Classroom is the main place for students to acquire knowledge and develop skills.Therefore, in the many factors which affect students’ learning affect, the teachers’ classroomdiscourse has been playing a very important role.This article will explore the impact of the senior high school English teachers’ classroomdiscourse on students’ learning affect. According to the teaching function, He Anping divided“Teachers’ Classroom Discourse” into three categories: initiation, feedback and demonstration.In “The Affective Filter Hypothesis”, Krashen states that there are three affective factors thatinfluence students’ foreign language acquisition, which are motivation, anxiety andself-confidence. In this paper, the author will adopt these definitions. There are two mainresearch questions in this paper:(1) Whether the high school English teachers’ classroomsdiscourse affects students’ learning emotion or not?(2) What kind of teachers’ classroomdiscourse will mobilize students’ positive learning affect? What kind of teachers’ classroomdiscourse will lead to students’ negative learning affect? Is there any countermeasure?The subjects were200senior high school students from the Ganzhou NO.1middleschool and the Gannan Normal University affiliated middle school. Each school has chosen100students, and each school has chosen two natural parallel classes from Grade1andGrade2. In the investigation the author adopt questionnaire, interview, and observation andanalysis methods to analyze the high school English classroom activities, and then use theSPSS16.0and Excel software to sum up the data, and finally analyze the data. Thensummarize what kind of teachers’ classroom discourse will mobilize students’positive learning affect and what kind of teachers’ classroom discourse will leadto students’ negative affect, then summed up the problems in high school English teachers’classroom discourse, and puts forward the corresponding measures.The results of the study show that:(1) High school English teachers’ classroomdiscourse really affects the students’ affect toward learning.(2) The teachers’ warm and encouraging classroom discourse can cultivate students’ active study emotion, and make themfeel confident in English learning. At the same time, the teachers’ speed should be moderateand changeable; the teachers’ tone should have ups and downs; the teachers’ voice should beloud and clear; the teachers’ instruction should be clear. In addition, the high school Englishteachers’ classroom demonstration also should have authenticity, interactivity andstandardization.(3) High school English teachers’ classroom initiation should have diversity,openness and innovation, context, logicality and the difficulty must have gradient, so as tocultivate students’ active learning affect, as well as restrain their negative learning affect.(4)High school English teachers’ classroom feedback should be specific and with diversity andencouragement. The correction forms also should have diversity, so as to make the studentstruly acquire knowledge from the process of asking-answering.From the results we can see that high school English teacher’s classroom discourse hasdeeply impact on students’ learning affect. Therefore, in high school English teaching process,teachers should pay attention to using those discourse which can arouse the students’ positivelearning affect, as well as avoiding to using those words which will lead to students’ negativelearning affect. So as to help the students to cultivate their positive learning affect, at the sametime to overcome their negative learning affect.