A Study On Affective Factors In English Teaching Of Primary School

In the traditional English teaching practice,there is still such a phenomenon in the primary school English teaching that many teachers only tend to concentrate on language knowledge,but neglect the function of affective factors.Consequently,many students fail to use the language in daily life and are tired of learning.What's more,they lost the confidence in English learning.The phenomenon not only has negative impacts on English teaching,but also obstructs the healthy and all-around development of students.With the development of our education reformation,more and more scholars and teachers put emphasis on affective factors.In 2011,the Ministry of Education issued a new version of English Curriculum Standards,which includes five goals---language knowledge,language skills,affective attitude,learning strategy and cultural awareness.The affective components play an important role in foreign language teaching.Under the background of this era,The English teachers should pay more attention.to affective factors and adopt affective teaching.This paper reviews the researches on affect and affective factors,based on the theories of humanism and constructivism.Humanism advocates that the teaching process is the process of promoting the co-development of students,cognition and affect.Constructivism clearly indicates that learning is not a simple transfer of knowledge,but it's a construction of meaning based on the learners' experiences and exploration.And this paper further describes the motivation,interests,attitudes,anxiety,self-confidence,personality and other major affective factors that can make an impact on language learning as well as the important roles of these affective factors in language learning.Under the guidance of "New Curriculum Standard" and other related theories of affective education,based on the author's teaching practice,the author did questionnaires concerning the cultivation and development of affective attitudes among English teachers and students in primary school.Through the analysis of the questionnaires,the main factors affecting primary students' English learning and the existing affective problems are found,such as learning anxiety,lacking the will to overcome difficulties,weak sense of cooperation and so on.Apart from that,the author has a better understanding of the status qua of English teachers' affective education in primary school.Plenty of teachers pay less attention to utilizing affective factors in the teaching process,even have some misunderstandings,and fail to take concrete measures to implement affective education.In order to address these issues and at the same time with the purpose of arousing primary school English teachers' attention on the importance of affective education,this paper gives corresponding teaching strategies on how to implement affective teaching from four aspects:English teaching environment,teaching content,teaching organization and teaching evaluation in primary school.The implementation of these affective teaching strategies is to maximize students' initiative and activeness in a relaxing learning environment,and thus the optimal teaching effect can be achieved effectively.Using affective factors to optimize primary school English teaching has profound practical significance.Teachers should concentrate on the cultivation of affective attitudes in English teaching process.By affective education,students will be more interested and active in English learning.Gradually,they will build up learning ability,become more willing to study and develop good learning habits.Affective education also inspires students' pride of being a part of the country and their desire to become more international.More importantly,in affective education,teachers strive to make the classroom a harmonious place for students to learn,and help them to achieve more comprehensive and healthier development.Meanwhile,To implement affective teaching in primary school will encounter several restrictions,such as unfavorable overall teaching environment,limitation of faculty' teaching ability,lack of cooperation from students.Therefore,there is a long way to go.