The Affective Strategy Research On English Listening And Speaking Teaching In Senior High School In Multimedia Setting

Twenty-first Century is a global information age, with the rapid development ofinformation technology, the multimedia and computer network as the representative ofinformation technology is changing the way we live and learn at a superior speed. Today,the quality education becomes more and more important, in order to adapt to the newera of curriculum teaching and personnel training requirements. In2003, one of the goalof "the ordinary high school English curriculum standard" promulgated by our countryis "the cultivation of students’ comprehensive ability of using language", and putsforward the basic idea of "pay more attention to students’ emotions".For a long time, in most of our senior high school, the majority of teachers ingeneral emphasis on students’ knowledge level and ignore the emotional factors inEnglish teaching, this phenomenon not only reduces the students’ enthusiasm forlearning English, treating the students as a learning machine, but also has a negativeinfluence on the development of the integrated use of the students’ language ability. Asone of the comprehensive ability of using language, listening and speaking ability has aclose relation with student’ affective factors. In summary, more attention should be paidon the application of multimedia technology and the improvement of English listeningand speaking teaching, and at the same time, we should cultivate students’ affectivestrategy, promote the comprehensive development of students. All these are theproblems that we should solve. The affective strategy research on English listening andspeaking teaching in senior high school in multimedia setting has important significance,which is a topic worthy of study.Obviously, in the research of affective factors, public opinions are divergent.Linguists and educators have different opinions, even the understanding and definitionof the affective factors are not the same. Therefore, based on analyzing research statusabroad and at home of the related topic, Krashen hypothesis and the constructivismtheory, then followed by a questionnaire survey of senior high school students, I putforward five kinds of affective strategies and analyze them one by one. Finallycombining with the author’s teaching practice in senior high school, the affective strategies about English listening and speaking teaching in senior high school inmultimedia setting were studied.The full text is divided into six chapters:The first chapter is the introduction; it mainly introduces the origin of this problemand the significance of this research.The second chapter is literature review, mainly review and comment on theresearch status, including the application of multimedia teaching, English listening andspeaking teaching in multimedia setting and the affective strategy about Englishlistening and speaking teaching in multimedia setting.The third chapter expounds the theoretical basis of this study, including theKrashen’s learning-acquisition hypothesis, the affective filter hypothesis and theconstructivism theory.The fourth chapter is the questionnaire survey and the analysis of students’affective status on English listening and speaking teaching in senior high school inmultimedia settingThe fifth chapter takes the application of multimedia on English listening andspeaking teaching in senior high school as the background and the breakthrough,explores and combs the affective strategy, then puts forward five kinds of strategies toimprove students’ listening and speaking ability and the teaching effect of Englishlistening and speaking teaching, then analyze one by one.The sixth chapter is the key part of this paper, mainly through two teachingexamples, showing the specific usage of affective strategies on English listening andspeaking teaching in senior high school in multimedia setting.