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of checking the feasibility  and  applicability  of  affective  teaching  and  its  facilitative  functions  to  the improvement  of  learners’  English  reading  proficiency.  Furthermore,  the  research  can  help teachers  overcome  prejudice  and  dispel  misconceptions  about  cognition  and  affect  in education  and  form  a  teaching  theory  advocating  mutual  development  of  cognition  and affect.  It  is  beneficial  to  cultivate  “whole”  persons  for  the  modern  society  if  educators  in the  foreign  language  domain  attach  enough  importance  to  affective  education  in  junior high school English teaching. In a word, the study is expected to devote something to the improvement of the theory and  practice  of  affective  teaching  and  also  give  some  aids  to  teachers  who  are  being engaged in conducting affective teaching reform experiments in schools of all levels. 
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Chapter Two   Literature review 

This section reviews the literature from several parts. They are the definition of affect, affective teaching and reading, literature reviews concerning affective teaching abroad and at home, affective reading teaching abroad and at home as well as the theoretical bases of affective teaching.

2.1 Affect  
The English Curriculum Standards (2001) states clearly that affect plays an important role in learners’ learning process and further development. Curriculum goals and objectives are designed in three aspects: cognitive domain, affect’s domain and psycho-motor domain. So  it  follows  the  importance  of  affect  in  modern  education  field.  Many  scholars  give various definitions according to their different perceptions of the concept. In second language teaching, Chaplin (1975) states that affect is commonly defined as the area covering feelings, emotions, mood and temperament. Arnold (2000) defines affect as  “aspects  of  emotion,  feeling,  mood  or  attitude  which  condition  behavior”.  Schacter (2011: 135) stresses that affect is a positive or negative experience that is associated with a particular  pattern  of  physiological  activity.  Brown  (2004)  claims  that  affect  refers  to emotion or feeling, and the affective domain is the emotional side of human behavior, and it may be juxtaposed to the cognitive side. Many educators give a broader and more detailed definition on affect. Dulay, Burt and Krashen (1982) defines that one’s ‘affect’ towards a particular thing or action or situation or experience is how that thing or that action or that situation or that experience fits in with one’s  needs  or  purposes  and  its  resulting  effect  on  one’s  emotions.  According  to  Wundt (1980:  46),  affects  can  be  divided  into  three  本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。