The Application Of Affective Teaching To English Teaching In Secondary Vocational School

Affective teaching is one of the most important aspects of quality education. The ultimate goal of English teaching is to cultivate students' communicative competences and positive feelings about English. In recent years, researchers and teachers have been emphasizing the role of affective factors in the students' overall development and have been paying attention to the relationship between affective factors and cognition. However, there is still such a phenomenon in English teaching in secondary vocational schools(simplified as SVC) that many teachers only tend to concentrate on knowledge and process, but neglect the function of affective factors. Therefore, the lack of affect becomes one of the problems to be solved in English teaching in SVC.In SVC, English teaching and students' English learning are not optimistic. The SVC students have serious affective obstacles to English learning. The negative affective factors have seriously hindered their learning and using the foreign language. Therefore, the teachers should pay more attention to affective factors in English teaching and apply affective teaching strategies to help students overcome the affective obstacles to English learning.Based on the theories of Krashen's Affective Filter Hypothesis and Humanistic Psychology, the author chooses the students of Shangqiu Vocational Technical College as the research subjects, adopting the questionnaire method and interview method to study the application of affective teaching to English teaching in SVC. The study tries to answer the following two questions:(1) What is the influence of affective teaching to the affective factors of students?(2) What is the influence of affective teaching to the achievements of students' English learning?In the experiment, based on the result of the pre-questionnaire, the author puts forward some affective teaching strategies to stimulate the intrinsic learning motivations of students and improve their learning interest. Based on the comparison of the experimental results and the questionnaire, the author discovers that affective teaching can improve their learning interest and attitudes, strengthen their psychologies to overcome difficulties, ease the psychological tension and thus improve their English achievements. The author finally draws the conclusion that affective teaching is conductive to cultivating the positive affect and improving the teaching effect. Therefore, the teachers should not only pay more attention to the language knowledge and skills, but also concentrate on the cultivation of students' positive affect to enhance their confidence and facilitate their all-round developments.The thesis is made up of six parts. The first chapter is an introductory section, which briefly introduces the significance of the research, the background of the research and the aim of the research, and so on. The second chapter reviews the previous studies concerning affective teaching at home and abroad. The third chapter is a theoretical framework which discusses the advanced theory of Krashen's Affective Filter Hypothesis, Humanistic Psychology, and so on. The fourth chapter is the design of the research, including the subjects, aims, instruments and the procedure of the research, in which affective teaching strategies adopted in the experiment are explored in detail. The fifth chapter is analysis and discussion, in which the results of the questionnaire survey and the tests are analyzed. The last chapter is a conclusion which summarizes the main findings of the research, points out the limitations of the research and provides some suggestions for further study.