An Analysis Of Affective Factors In English Teaching Of Primary School

There are numerous problems in primary English teaching. There exists a phenomenon of extreme. For example, teachers pay too much importance to scores and rank and ignore pupils’ subjectivity, or the teachers don t concern the pupils development. The New English Curriculum Standards(2011 edition) noted to improve students’ overall language competence in five areas which include affective attitudes, cultural awareness, language knowledge, language skills and learning strategies. Therefore, affective education in primary school English teaching is very important.This study aims to study the effect of affective factors on pupils English learning in Yongfeng primary school and explore effective strategies to promote primary English Teaching. It includes the following aspects:(1) What kinds of effect of affective factors have on English teaching in primary school?(2) Whether there exists different effect on pupils of different grade and sex?(3) How to make use of affective factors to promote the English teaching and learning in primary school?This research adopts the psychological research testing methods, selecting 120 pupils of different grade and gender from a county primary school. The affective factors questionnaire had served in an English study from different dimensions to test pupils’ affective factors. The subjects are chosen from grade four, five, and six randomly. The male and female pupils were investigated in balanced proportion. The SPSS17.0 has been used to analyze the survey data(including descriptive statistics analysis, ANOVA). The author also interviewed 6 teachers and 9 students and talked about their affective state.According to the investigation and analysis, the author concluded that it is very urgent to solve the problem of affective education in primary school English learning. Anxiety, self-esteem, inhibition, attitude, motivation and empathy are crucial affective factors in English teaching and learning. As a teacher, first, we need to reduce learning anxiety and keep it at a moderate level. It is important to be confident to the pupils and design the teaching activities according to their learning ability, so that pupils can feel the sense of accomplishment and pleasure of learning; Second, to reduce the effect of inhibition by encouraging students to participate in classroom activities, expressing themselves and taking advantage of interesting teaching materials to stimulate students’ interest in learning English; Third, to help pupils establish a correct attitude towards learning, so that they can learn to learn English autonomously; Fourth, to stimulate students’ motivation to learn by meet the different needs of students; Fifth, teachers should create harmonious relationship between teachers and pupils by paying attention to them and get along with them. The establishment of easily English teaching model, good relationship between teachers and pupils and relaxed classroom atmosphere can cultivate pupils’ learning interest and let pupils experience the success of learning, so as to cultivate their learning confidence, eliminate the negative affective factors, develop positive affective factors, ant then improve the teaching effect.