A Study On Affective Teaching In Helping Middle School Students Out Of The Weariness Of English Learning

Abstract:Nowadays, middle school students are puzzled with many psychological barriers. Weariness of study is one of the most common phenomena. This is not only a troublesome problem for teachers and parents, but also something painful for the student himself. It is uncontrollable for the students though they do not hope they are weary of studying. Taking English for example, English has always been a main course in our elementary education since College Entry Test was resumed in1979. However, weariness is easy to find in English study, once appearing, students will unconsciously feel anxious, constrained, irritable or even feel sick when they come into contact with English learning circumstance. What’s more, middle school students always affect each other. Therefore, finding a way out to erase this weariness has a great practical significance.This thesis is composed of six parts in total, all of which are closely related to each other. The first part is introduction; the author introduces the phenomenon of weariness of learning in China and abroad. It also introduces the significant of the affective teaching in weariness of English learning. Part two, the author first explains the definition of weariness of learning and presents the phenomenon of weariness in English learning at home and abroad. Although there are a few researches on weariness in English learning, more and more people pay attention to this problem. Then the author explains the definition of affect and a brief review of affect study at home and abroad. For affective teaching, both western and Chinese educators and teachers advocate affective teaching in ancient times or modern times. Since the reform and open policy in China, the function of affective factors has been strengthened a lot such as interest, motivation, attitude, anxiety and personality. Based on this, the thesis introduces some theoretical basis like humanism and constructivism for affective teaching. Chapter two illustrates the research methods of weariness in English learning and some relevant details. Part four by means of questionnaire survey of weariness and data analysis and combining the affective factors, the author analyzes the reasons and factors causing students’English learning weariness, which is from school, family personal point of view. The fourth chapter presents the application of affective teaching in the process of English teaching in middle school, and then proposes some methods and measures to arouse students’interest and motivation, to cultivate students’positive attitude, remove students’anxiety in learning, and help students to change negative weariness into positive attitude in English learning. The last part is conclusion, the author conclude this study and propose some teaching advice. Teachers need to apply affective teaching in class and improve their own quality. At the same time teachers should understand students and give students more care. Teachers should not only care about students in class, but also try to learn students’emotional trend and lead them to put positive emotion in learning. It is good for students to confront and overcome difficulties, thus to promote their lifelong development.