On The Cultivation Of Affective Strategies Of English Low-achievers In Senior High Schools

It is good wishes of every high school student to pursue advanced studies and communicate with people around the world. However, it is very difficult for English low-achievers of high schools to learn English. The purpose of this study is to understand the emotional characteristics of English low-achievers, putting forward countermeasures to help English low-achievers with positive affective strategies to improve the academic performance so as to ensure them a life-long learning ability in English.It is a powerful source to regulate and improve education of students if affective strategies are effectively applied in learning. Thus, it has become an inevitable trend of educational innovation to explore affective factors in education and train learners their affective strategies. Based on some vital scholars’ researches at home and abroad in this field, the essay illustrates Humanistic Psychology, Social Interaction theory, Constructivist theory, and Krashen’s Affective Filter Hypothesis. In the experiment, quantitative and qualitative methods are applied to testify the effectiveness of affective strategies in the cultivation of low-achievers, in order to probe a relationship between the students’ emotional attitude changes and achievements in English learning.Moreover, in order to verify the feasibility of this study, I have carried out a survey about two classes in the No.2high school of Pan Shan with a total of105students. The control class undertakes conventional teaching, while the experimental class focuses on the affective strategies instruction. Before the experiment, a test and an evaluation are done in the two classes. After a semester, two classes are retested and the results are evaluated. The results show that the scores of both the experimental class and the control class have increased, but the rate of improvement in the experimental class is much higher than that of the control class. After the affective strategies instruction is applied in the experimental class, the improvement of the English low achievers has increased significantly, with some improvement of the intermediate students and little improvement of high-achievers.The experimental results show that the English low-achievers make much progress by using affective strategies in the class. It is also helpful for English low-achievers to cooperate with others, which helps to prevent the enlargement of the gap between the best and the worst.