A Study On Impact Of Affective Factors On Elementary School Oral English Teaching

Oral English communication is a cognitive, creative and socially interactive activity. It is a complex process that could be affected by many factors, such as cognition ability, social cultural facts, and affective factors. Furthermore, among the four skills of listening, speaking, reading, and writing, “speaking” can be mostly affected by affective factors. Positive affective factors can promote oral English learning and improve learning results of the learners; negative affective ones can hinder learning of oral English and affect learning potential of learners.Currently, elementary school students have poor oral English communication ability. One important cause is that effects of affective factors on language teaching are ignored, and psychological obstacles of students cannot be eliminated. When communicating with others, students are not confident with themselves. Many students only speak English passively. This is time-consuming and can only generate little effect. In English teaching, it is critical whether teachers can pay attention to affection changes of students, adjust teaching ideas, teaching strategies in a timely manner, and make best use of affective factors of the students. In this paper, the author did research among 60 students of Class 2 in Grade 5 of Kunming Shulin Elementary School to study how English teachers make good use of positive affective factors of students in oral English teaching and combine affective factors positively in oral English classes.This paper first introduces relationship of affective factors and language learning, and uncovers problems existed in oral English learning in elementary schools through analyzing questionnaires about affective factors of elementary school students. This paper then expounds important effects of affective factors of elementary school students on their oral English teaching by analyzing and discussing results of empirical studies on affective oral English teaching. At last, this paper studies how to stimulate learning initiatives of students in oral English learning with affective factors, and puts forwards such measures creating relaxed, friendly, cooperative and equal learning environment and atmosphere in oral English classes, eliminating anxiety of students, motivating students to learn oral English, and helping students control negative affective factors and develop positive affective factors.