A Study On The Affective Model In English Writing Instruction Of Senior High School

It is necessary to unify cognitive and affective factors to achieve the stated teaching objectives. However, we put more emphasis on cognitive factors rather than affective factors in China’s English teaching at present.Writing is the weak aspect in English teaching process. Although teachers spend a lot of time teaching, improvement is not significant. Therefore, it is particularly important to explore an effective teaching model or method to improve students’ writing skills. For this purpose, the author attempts to apply affective factors to English writing- that is, the application of affective model in writing research.This thesis reviewed the relevant theories about the affective teaching model abroad and at home, based on Humanistic Psychology, Constructivism and Affective Filter Hypothesis. The so-called affective model are combination of cognitive and affective teaching model-- to integrate the positive affectove factors( self-esteem, self-confidence, empathy, happy) into the teaching, creating a harmonious atmosphere of teaching so that students can learn in a relaxed and happy state. The research tries to address the following questions: 1. Does the affective model influence students’ writing in senior high school? If it does, in what aspect? 2. In what aspect does the affective model influence the students’ affective status significantly in English writing?Comparative experimental method is adopted in the research, subjects in this thesis are students of two paralleled classes in the second senior high school of Gaizhou in Yingkou. The number of students in the two classes is the same and they use the same textbooks, meanwhile, they have the same English teacher. Experimental class use affective model while control class still continues using the traditional model. This research started in September 2014 and ended in January 2015, since the beginning of the new semester to the end, lasting for nearly five months. By means of questionnaires, interviews and tests to obtain valid data, then use SPSS software for statistical analysis of measured data. Finally we get the result that positive role of affective factors can ameliorate students’ learning attitudes and improve their learning efficiency. Affective teaching model can coordinate the relationship between teachers and students and ensure the smooth progress of teaching activities.In conclusion, in English writing class of senior high school, the main affective factors that affect high school students’ English learning include: motivation, self-esteem, anxiety and so on. Students are always in the state of lack of motivation and confidence and high anxiety. After implementing the affective model, students have more motivation and confidence and less anxiety. By comparing the results of pre-test and post-test, affective model can effectively improve students’ writing skills, students improve significantly in terms of grammar, content and other writing skills, etc.In view of the limited capacity and research time, there are still some shortcomings. In the thesis, the author proposes teaching revelation of affective model, and make suggestions for future researchers.