A Study On The Affective Strategies Of The Poor Learners Of Middle Schools In Improvement Of English Grammar Learning

Nowadays, it is a very normal phenomenon that English teachers pay moreattention to knowledge implanting in the English grammar class, and the learners lackof the learning enthusiasm, especially for the poor English learners. However, most ofthe English teachers ignore the training of quality in their English classes. On thecontrary, they pay more attention to knowledge, in which way leads to themonotonous teaching approach and boring class atmosphere. In this way, some of thelearners who are not interested in English learning don’t like learning English, evenbecome tired of learning English, especially for English grammar. That influencesEnglish teaching quality to a great extent. The class like this is in need of immediatechange. In an efficient English class, we need affective communication betweenteacher and students. And teachers’ active treatment to students plays an importantrole in helping learners grasp knowledge and improve their comprehensive languageapplication ability.This paper combines the content and factors of affective teaching and sometheories, such as humanism, Affective Filter Hypothesis, to analyze the function ofaffective teaching for the poor learners in middle school with the help ofquestionnaires. In view of the realistic English teaching present situation, the authorwill give some suggestions on English affective teaching. For example, combinestories with games to arouse students’ learning enthusiasm and initiation in Englishlearning. Maybe more praise can give the learners more confidence to learn andarouse their learning motivation.Through experiments and questionnaires, we got the results that affectiveteaching can arouse the poor learners’ learning enthusiasm and motivation, eliminatetheir learning anxieties, and promote their comprehensive language applicationability.