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ing thesuccess or failure of virtually any complex task”. Williams and Bruden (1997:120)provide a more overall definition:Motivation may be construed as a state of cognitive and emotional arousal, whichleads to a conscious decision to act, and which gives rise to a period of sustainedintellectual and/or physical effort in order to attain a previously set goal (or goals).This definition indicates that motivation has both static and process-oriented, bothcognitive and affective features. A three-level categorization proposed by DOrnyei(1994) also deserves mentioning. The language level includes motives and orientationrelated to aspects of the second language. The learner level refers to individualcharacteristics that the learner reflects in the learning process. The situation levelinvolves components related to the courses, the teacher and the group. In this three-levelcategorization, he emphasizes that motivation is a multifaceted construct that will beinfluenced by both cognitive and situational factors.
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2.2 Attitude
In the early literature on the role of attitude and motivation in second languagelearning, attitude and motivation have usually been lumped together into a cluster offactors which were held jointly responsible for relative success or failure in secondlanguage learning. But it is now argued that attitudes are directly related to motivation,which in turn is related directly to second language learning. In other words, attitudesshould be viewed as motivational supports and not as factors which have a direct Effecton second language learning. Moreover, motivation to learn a language is not onlydetermined by attitudes, but also by other ‘motivational props’, such as the desire toplease teachers and parents, promise of a reward, or experience of success, etc. Also, therelation of attitude to motivation is dependent on the type of motivation. An integrativemotivation, for example, presupposes a positive attitude of the learner towards targetlanguage speakers and their culture, but a learner who is instrumentally motivated doesnot necessarily have a positive attitude towards the target language group. Otherattitudes which are relevant to L2 learning, such as attitudes towards the language, theteacher and the course, are probably related to both types of motivation.
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Chapter Three Approaches to Developing Positive Affectivity......45
3.1 Characteristics of Approaches to Improve Affectivity......45
3.2 The Present Condition of ELT in China........46
3.3 Difficulties in Developing Positive Affectivity.......48
3.3.1 The Side-effect of the Traditional Language Teaching.......48
3.3.2 Large-sized English Class......49
3.4 Cooperative Learning......49
3.5 The Application of Cooperative Learning......52
Chapter Four Affective Factors in English Learning and Teaching..... 53
4.1 Importance of Affective Factors in English Teaching..... ......53
4.2 The Principles Cultivating Students’ English Learning........53
4.3 The Principles and Methods of Teachers Using Affective Teaching.....55
4.3.1 The Principles of Affective Teaching....55
4.3.2 The Methods of Carrying Out Affective Teaching....55
Chapter Five Affective Factors and Achievement....61
5.1 Description of the Experiment........61
5.2 Analysis and Discussion....62

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