Research On The Affective Factors In English Reading Instruction For High School Art Students

As art-quality education is being paid more and more attention,and the proportion of high school art students in the college entrance examination is also increasing.This research adopted a mixed quantitative and qualitative approach,guided by the research of domestic and foreign scholars,and based on the affective filter hypothesis theory,humanistic theory and constructivism theory.In order to comprehend the high school art students’ processes of English reading and learning affective states,questionnaires,reading tests,and interviews were done among 105 high school art students from two classes of Grade 3 in Nanchang City,Jiangxi Province.This research focuses on two research questions: Do affective factors have an influence on English reading teaching for high school art students? By evaluating the performance of English reading of high school art students,what might be the differences between the class with traditional teaching mode and the one with affective factors? The author made a descriptive analysis of the experimental data obtained in the questionnaires,interviews and reading tests through SPSS21 to understand the affective state and English reading level of the students in these two classes before and after the experiment.At the same time,the author tested the affective state and English reading level of the art students in the experimental class through the paired sample T-test of the obtained experimental data.The purpose of this research was to investigate whether the application of affective factors in the English reading classroom could have a substantial effect.According to the research,students are influenced by affective factors when learning English;the scores of the experimental class is significantly improved,which shows that teachers can optimize students’ emotion and improve students’ reading level through the affective teaching mode.Finally,through the research and discovery and the author’s teaching experience,the author puts forward some suggestions on how to promote reading teaching by cultivating students’ positive emotions.Therefore,in order to enhance students’ English reading ability,affective teaching research must be used to senior art high school English instruction for art students.