A Study On Affective Teaching In TEFL In Rural Primary Boarding Schools

Along with the incessant reforms and development of education, more and more scholars and teachers pay their attention to the affective factors in English teaching. In2011, the Ministry of Education has issued a new version of English Curriculum Standards, in which the overall goal of English course is clearly pointed out to include the goals about five aspects---language skills. language knowledge, affective attitude, learning strategy and cultural awareness. Thus, it can be seen that affective teaching plays a very important role in English teaching. The most important thing is that affective teaching may become the trend in the educational reform. However, the history is short for China to set English course in primary schools in urban areas, let alone in rural areas. There are neither enough experience nor abundant research on affective teaching in EFL in primary schools. Therefore, the author made some tentative exploration for the strategies of affective teaching in EFL in primary schools.In recent years, with the development of economy. more and more farmers go to work out or into local factories. In order to facilitate the children’s education, the type pf primary boarding school appears in rural areas. In other words, the type of boarding school can be said to be a new product of the economic development in rural areas, and it has a short history. Therefore, there is hardly any research on affective teaching in English class. In addition, the pupils in primary boarding schools are still in the stage of depending on their parents, but pupils in rural primary boarding schools begin to live in the dormitory without their parents around them. which is not consistent with their psychological characteristics of their age. Therefore, they are more inclined to depend on their teachers, which is beneficial to implement affective teaching in class. Moreover, it is helpful for teachers to stimulate pupils’curiosity and interest, to mobilize pupils enthusiasm of learning English and to make pupils form good learning habits, which will lay a good foundation for the future of English learning, if affective teaching is carried out in English teaching in primary schools. Hence, the author thinks that it is valuable to make a research on affective teaching in this type of school.Through classroom observations and interviews with English teachers in a rural primary boarding school, the author realized the current situations and the existing problems of affective teaching in rural primary boarding schools. After that, the author designed two questionnaires and also summarized the main affective factors that have influences on the pupils English learning in primary schools, as well as teachers’ lack of concepts about affective teaching in their teaching and so on.This dissertation mainly discusses about affective teaching in rural primary boarding schools in four chapters. In the first chapter, it mainly introduces the definition and classification of the major affective factors, and their influences on pupils’English learning in rural primary boarding schools. The second chapter is about a literature review of the theories and research on affective teaching, including the definition of affective teaching and the development vein of affective teaching both domestic and abroad, with the purpose of providing the readers with a clear understanding of affective teaching. The following chapter mainly introduces the purposes. objects and instruments, and the data collection and analysis in the investigation. Finally. based on the actual teaching situation and the related theories of affective teaching, this dissertation analyzes the problems about affective teaching in EFL in rural primary boarding schools. In the last chapter, the dissertation discusses how to implement affective teaching in EFL in rural primary boarding schools and gives some suggestions on the strategies of affective teaching.At the same time, it points out that the pupils are more inclined to depend on their teachers in rural primary boarding schools, because they cannot get affective satisfaction from their families without parents accompanying them. which makes it more important to carry out affective teaching in rural primary boarding schools. Therefore, teachers should pay more attention to pupils psychological characteristics and affective needs. and make better use of affective teaching to arouse pupils’interest in learning English and improve the situations of English teaching in EFL in rural primary boarding schools.