An Empirical Study On The Application Of Affective Teaching Among Ethnic Minority Students’ English Classes In Junior Middle School In Urumqi

Nowadays, with the development of quality-oriented education and the teaching theory of promoting students’ all-round development, more and more experts and scholars devote themselves to studying on affective aspects in students’ learning and teachers’ teaching. In 2001,English Curricular Criteria for Full-time Compulsory Education and Common Senior Middle School was issued which points out the emotional criteria of English curriculum, is to advocate teachers to take students’ emotional attitude into consideration while teaching instead of paying more attention to students’ knowledge and ignoring their emotional development. Nowadays it causes much concern. The problems include that most students are lack of learning interest and teachers do not put students into class center. What’s more, classroom atmosphere is boring and there is less communication between teachers and students. However, English as ethnic minority students’ third language. There must be many difficulties in their English learning process, such as, the differences between local culture, national mainstream culture and western culture which may cause students’ learning anxiety and lose their learning interest and confidence.Based on this situation, the author carries out this experiment by using affective teaching model which put forward by a famous scholar named Lu Jiamei. The affective teaching model consists of four steps which are inspiring, cultivating, encouraging and enlivening. The experiment aims to study if the affective teaching can reduce students’ anxiety, enhance their confidence and inspire their motivation. The author does an investigation in grade 3 in Urumqi No.67 junior middle school by means of questionnaires, experiment and interview. The research questions are as follows: 1. What is junior three ethnic minority students’ English learning situation in Urumqi? 2. Have junior three ethnic minority students’ emotion changed or not after the affective teaching experiment? And what are the changes? 3. Can affective teaching improve junior three ethnic minority students’ scores effectively?The results prove that affective teaching has motivated ethnic minority students’ interest and motivation, enhanced their confidence and reduced their learning anxiety. It also shows that affective teaching has effectively improved ethnic minority students’ scores in grade 3 in Urumqi No.67 junior middle school by analyzing and studying the data of questionnaires and interview as well as the affective teaching experiment. The affective teaching method can promote ethnic minority students’ English grades, so that teachers should change their traditional teaching theories and pay much attention to students’ emotional development rather than their knowledge only. That can help students master their knowledge as well as cultivate their thoughts and emotion.