An Emotion-based Research Of English Grammar Teaching For Senior 1 Students

How to arouse the students’ affective factors in teaching of English grammar is a question. This study merges emotion in the teaching of English grammar to stimulate students’ interest in learning it. The research aims to correct students’ attitudes towards English grammar, and enhance their enthusiasm of learning it. This study focuses on the current problems of high school English grammar teaching in teaching design and implementation, aiming to make full use of affective factors and improve English grammar teaching, change the boring status of English grammar teaching.This research focuses on emotional teaching psychology, affective filter hypothesis and the humanistic psychology theory. The teaching experiment was conducted in Class 2 and class 15 of a middle school in Sichuan province. Class 2 is the experimental class, while class 15 is the comparing class. The students’ English level is similar to each other equivalently. In class 2, English teaching is emotion-oriented, with rich design content of teaching, such as the introduction of multimedia teaching, interesting classroom activities and exploration of the classroom interaction between teacher and students and other ways to arouse the students’ interest in learning English grammar. Finally, through questionnaires, interviews and data analysis of instructional design and implementation of multidimensional tests results, experiment results showed that the excellent rate of the experimental class rose from 17.5% to 25%, pass rate rose from 52.5% to 57.5%, rate of failure declined from 30% to 17.5%, average points rose from 96.5 to 103.6; the excellent rate of the comparing class rose from 12.5% to 15%, pass rate rose from 55% to 57.5%, rate of failure declined from 32.5% to 27.5%, average scores rose from 95.8 to 99.2. Through two emotional comparisons of survey results from the two classes, it can be clearly found that the positive emotional factors of the students in the experimental class have obviously increased and the negative emotional factors declined. In comparison, the positive emotional factors of the students in the comparing class haven’t increased much. In some aspects, the positive emotional factors tend to decline, while the negative emotional factors seem not to decline obviously. By comparison with the test scores, we can see that the scores of the experimental class are higher than those of the comparing class based on the same teacher and test paper. It indicates that teaching with positive emotional factors has better teaching results than that with traditional teaching methods.