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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-13编辑:lgg点击率:3951
论文字数:38120论文编号:org201405121112056726语种:英语 English地区:中国价格:$ 66
摘要:In the traditionalEnglish language classroom, the picture is that teachers cram to learners all relevantknowledge that they think important, while learners are like machines keeping busyrecording all the information their teachers give them, completely forgetting tocomprehend what the information really mean.
5.1 Description of the Experiment
The experiment was conducted among four classes: Class A and Class B consistedof 62 students; Class C and Class D 58 students. (The students are the same as in thefirst questionnaire test.) They were ordinary classes in Pei Hua Institute, and had nearlyin the same English level.For Class A and Class B: I planned for affective factors’ development objectives instudents’ English learning, while for Class C and Class D I planned for the traditionalcognitive English teaching, that is, little attention was paid to the students’ affectivefactors’ development.The instruments used in this quantitative study were the questionnaire and the finalterm English tests. The first questionnaire and English tests were taken in January, 2006and the second questionnaire and English test were taken in July, 2006. The result of Table 4-2 shows that 74.2% of the students developed Positively andnormally in Classes A and Class B while 51.7% in Classes C and Class D,and that25.8% of the students developed negatively in Class A and Class B while 48.3% inClass C and Class D.
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Conclusion
When we say that those related disciplines did not deal with the affective dimension,we mean that they put priority to cognition and minimized affectivity, not that theredoes not exist affectivity in term, nor that scholars in these fields did not notice in at all.In addition, the results of the teaching practice are theoretically ideal or effective, buttheir practice effects will be influenced by many other affective factors, environment,the teachers’ concept and educational system in China. So the practitioners may find thereal application far from being good, or even negative to learners. Some correspondingreforms in the macro educational context are the guarantee for successfulaccomplishment. It would be a big journey to achieve the goal. However, the first stepshould be the awareness of affectivity and encourage both teachers and students topractice it in language class.
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