The Investigation Of The Effects Of Affective Factors In The Teaching Of English In Senior High Schools

In the senior school English teaching field of our country, there aremany essays or books that are more or less involved in the study ofEnglish teaching methodology. On the contrary， there are a fewresearches that are involved in the influence of affect factors in Englishlearning. Generally speaking, our English teaching usually pay moreattention on students’ intellect factors while ignoring their affectivefactors in senior schools. In these years, the curriculum reform of theelementary education has been emphasized that education should beaimed not only on students’ intellect but at facilitating a person’sall-around development, which involves a combination of both intellectand affect. In2011, the New English Curriculum Standards (revisededition) points out that In view of the physical and mental features of thestudents and their learning competence, teachers should pay attention tostudents’ affective attitudes and demands for learning and inspire theirinterest in learning, and help them build up their sense of success andself-confidence. That is to say teachers should also pay attention onstudents’ emotions besides knowledge and skills.This thesis mainly studies four major affective factors which isself-esteem, inhibition, teacher-student relationship and personality(introversion and extroversion). The author aims to explore the following questions: the current affective situation of senior middle school studentsin English learning and the correlation between the affective situation andtheir English learning achievements.Students in our country have always been in a passive positionduring the process of learning English. This paper aims to analysis highschool students’ emotional upheaval during English learning in-depth toexplore the emotional factors’ influence on learning English, hoping tofind ways to help the students learning English more initiatively. Thenhelp them develop their English achievements gradually. Rational sciencepolicy must be based on serious research; the author took sample surveymethods and conducted a questionnaire based on the four affective factors,which were handed out to125students in a high school in Hohhot. At thesame time the author also collected their English scores in the mid-termexamination. Finally, with SPSS16.0the author aims to observe therelationship between English scores and emotional factors, and emotionalfactors’ influence on English achievementsBased on these findings, the authors conducted a detailed analysis.Influenced by education and culture, high school students have higherself-esteem, and are willing to hear other people’s affirmation. Even ifthey made a small mistake, they want to hear encouragement more thancriticize. That is to say, English achievements are affected more by arelatively high degree of self-esteem. According to the survey, the authors also obtained additional results,students are not confident enough to express their ideas during theEnglish class learning and they are also afraid of making mistakes.Students’ English achievements are inversely proportional to the degreeof inhibition. Teacher-student relationship in the survey get a positiveanswer, student performance in English has a close relationship with theirteachers. It is directly proportional to the degree of harmonious T-Srelationship.