Application Of Affective Teaching In Senior High School English Writing Teaching

English writing teaching plays a vital role in English teaching.However,there is a common phenomenon in high schools' English writing teaching that teachers are unwilling to teach it while students are afraid of writing.Gradually,it will cause students to be in a negative state towards English writing,which is harmful to the long-term development of students.In such cases,how to make full use of affective teaching to improve English writing teaching becomes an issue which every senior high school English teacher should consider.The author takes Zhengzhou Experimental High School where she works as a case to start her research,hoping to find out these two questions.By applying affective teaching to English writing teaching,can students' positive affective attitudes in learning English writing be enhanced? By applying affective teaching to English writing teaching,can students' English writing abilities be enhanced?This study was based on neurolinguistics,affective filter hypothesis theory and humanistic learning theory.The author applied affective teaching to English writing teaching to explore research results.Using literature research method,the author explained the definitions of affective factors and affective learning,and then reviewed the domestic and overseas research status of affective teaching.Then,the author conducted a survey on the students in Innovative Class 3 and Innovative Class 4 to find out their affective attitudes towards English writing by using questionnaires.The author then conducted a four-month comparison experiment on experiment subjects using affective teaching.In the Innovative Class 3,the author used affective teaching methods to conduct her teaching,paying attention to students' affective state in class.In the Innovative Class 4,the author still used the traditional teaching method,paying no attention to students' affective state.Finally,using SPSS software to analyze the research data,the author tried to find out whether students' attitudes towards writing learning changed after the experiment and how they changed.The author also compared the students' writing examination scores before and after the experiment to explorewhether affective teaching could improve students' writing abilities.According to the analysis of the experiment data,the author reached the following conclusions.Firstly,using affective teaching is effective to enhance students' interest in English writing,cultivate students' self-confidence and perseverance,and improve their affective qualities.Second,it is effective to improve students' writing abilities by using affective teaching.After four months' affective teaching experiment,the students in the experimental class have significantly improved their scores in the English writing test.This study draws some inspiration from the application of affective teaching in senior high school English writing teaching.First,in terms of teachers,English teachers should improve their specialty literacy,dig deep the teaching materials and implement affective writing teaching so that students can improve their English level and develop positive affective attitudes towards English writing learning.Second,in terms of students,teachers should stimulate students' motivation,correct students' learning attitude towards English writing learning,arouse their interest,sharpen their will to learn English writing,regulate their anxiety and reduce their inhibition.Teachers should take advantage of affective teaching and promote the improvement of students' affective qualities.