The Application Of Affective Factors To English Teaching In Junior Middle School

This paper investigated and analyzed the affective factors existing in the English learning of junior middle school students and the present situation of junior middle school English teachers' use of affective factors.From August 2017 to February 2018,the author conducted the affective teaching experiments in two classes she gave lessons during internship.After a seven-month teaching experiment,the author has garnered credible and informative data and used SPSS statistical analysis software to analyze all the questionnaires and test results,sorting out and analyzing the interview records.What's more,based on the teaching practice and data analysis,the paper mainly studied the following four important affective factors that affect students'learning:attitude,motivation,self-confidence and anxiety.The results show that most of the students can complete the assigned tasks in time and realize the importance of English learning.Most of the students have obvious learning motivations,of which the intrinsic one is to understand the culture and customs of the United States and the external one is generated from the parents,teachers or the worry of the future college entrance examination.In terms of confidence,most of the students are confident in English learning and believe that they can learn English well.A small number of students lack confidence in learning English so that they tend to avoid or give it up.Meantime,the author found in the survey that a considerable number of students have the problem of English learning anxiety,which is mainly reflected in the students'attempt to express themselves.In addition,the survey also shows that top students,middle students and students with learning difficulties respectively have great differences in attitude,motivation,confidence and anxiety.Specifically,top students have positive attitudes,clear motivations and weak anxiety,while the students with learning difficulties show negative attitudes,unclear or no motivations to learn,and lack of self-confidence with a strong sense of anxiety.The average students are somewhere in between.In conclusion,based on the findings,analysis,discussions and practice,the author has put forward some suggestions on how to promote junior middle school English teaching.It is hoped that this thesis can enhance the affective awareness of junior middle school English teachers so as to improve the effect of English teaching.