Research On Affective Factors In Teaching Spoken English In Senior High School

In the process of language acquisition, affect is the factor which should not be ignored. The relationship between affect and language learning has been noticed by researchers since early. However, in present English teaching in senior high school, especially in spoken English teaching, teachers pay little attention to affect. This neglect influences the development of students’spoken English greatly. Besides, traditional English teaching has paid too much attention to grammar while ignores spoken English teaching. We all know that "speaking" is the main and primary function of a language. If we want to put this function into good use, we need to place great emphasis on spoken language teaching. Therefore, it is necessary for teachers to take notice of affect such as anxiety, motivation and self-esteem in training students’spoken English. Based on previous researches on affect, this paper analyses problems existing in spoken English teaching in senior high school through a questionnaire and then draws some pedagogical implications for teaching spoken English in senior high school. It is hoped that these solutions can help senior high school teachers do better in their teaching of spoken English, thereby improving students’ spoken English.