A Study On High School English Low Achievers’ Affective Factors And Teaching Strategies

With global economic development, English has become more and more important in our daily life today. In recent years, researchers and teachers have emphasized the importance of learners’ affective factors in English teaching and learning. First of all, concerning about the learners’ affective factors can more effectively promote their English learning. Secondly, focusing on affective factors has an important influence on the development of students’ understanding English and their ability to use English. The thesis, taking the low achievers in Panjin Panshan County High School as example, explores learners’ affective factors in aspect of motivation, anxiety and self-esteem. Nowadays, research in this field is seldom seen.The thesis tries to explore how affective factors influence the language learners in the process of language learning. The study shows that most of the low achievers have obvious learning motivation and their extrinsic motivation is mainly to find a good job and have a bright future. However, their intrinsic motivation is relatively low. So as teachers, they should try to foster students’ intrinsic motivation as much as possible and arouse their interest in English. For example, developing personality charm; building new type of student-teacher relationship; adopting affective teaching strategies and so on. In the process of learning English, most of the low achievers show strong anxiety. Corresponding implications about reducing anxiety is to take measures to build self-confidence; to confide the feelings of others; to have both mental and physical relaxation; to form a good habit. At last, as to self-esteem, if students’ self-esteem cannot be satisfied, they will not actively take part in English learning, and as a result, they will not succeed. Corresponding implications about self-esteem are as follows:Teachers should make great efforts and help their students as much as possible in the formation course of the learners’ self-concept. For example, promote. attributions to effort rather than to ability; providing motivational feedback; increasing learners’ satisfaction and the question of rewards and grades, etc.There are five chapters in all in the thesis.The first part shows the background and the problems of the thesis. Chapter Two gives a brief literature review of the research work both at home and abroad. Chapter there illustrates the theoretical foundation of the thesis. Chapter four introduces an investigation of the current situation about the low achievers’ affective factors in learning English and points out the problems existing among the low achievers. Chapter five draws the conclusion of the thesis and puts forward the implications and countermeasures for teachers.