The Influence Of Affective Factors On College English Teaching

In recent years, the society has shown a great concern for students’all-round development. Consequently, affective teaching has become one of the main tasks in our daily teaching, and more attention has been paid to the influence of affective factors to language learning. Affective factors play a key role in the process of college English teaching and learning. The tasks of the college English teachers are not only to teach language knowledge and skills, but also to cultivate students’affective factors. So, with the concern of the cognitive factors, college English teachers should well know students’affective factors to help students set right affective attitude and give full play to the positive role of affective factors in order to improve student’ English learning.This thesis is based on the previous research findings about affective factors in second language acquisition, especially on Krashen’s Affective Filter Hypothesis. In the process of English learning, students are affected by affective factors like learning motivation, learning attitude, anxiety degree, self-confidence and so on. All of these affective factors can control the language learners’language input and language absorption. The study of affective factors in English teaching can deepen the teachers’understanding of learning and teaching activities and influence teaching efficiency directly or indirectly.Based on empirical studies, the author inspected the current situation of affective factors of1100non-English majors in Grade2011and2012from College of Basic Medical Sciences, School of Nursing and School of art of Dalian Medical University. According to the findings, the thesis discusses some problems existing in the affective factors of college English learning. By means of the analysis, the current situation of affective factors in college English teaching is still unsatisfactory. From the results of the various affective factors, we learn about that the overall quality of the students’affective development is still lagging behind. Anxiety, less confidence and inhibition affect students’motivation and efficiency. The above negative factors become the barrier of English learning. Different sexual students have differences in affective targets, learning motivation and anxiety degree. About learning motivation, there is some significantly positive correlation between intrinsic motivation and positive emotions.All in all, it is very helpful to study English with good mood. On the contrary, negative emotions can be the obstacle to language learning. The college English teaching should be based on affective content. Teachers should establish clear affective objectives, stimulate learning motivation of student, help the students develop a positive affective attitude, increase self-confidence and reduce anxiety. Teachers try to create an appropriate psychological environment in classroom. According to different students, teachers should adopt the different methods to help students overcome their English learning difficulties so that students have full development in the English proficiency. Thereby the quality of college English teaching can be promoted. The thesis appeals to the widespread concern for the affective factors and proposes some feasible suggestions to stimulate and cultivate the positive affective factors.