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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:2014-05-05编辑:lgg点击率:5151
论文字数:36200论文编号:org201405051120282896语种:英语 English地区:中国价格:$ 66
摘要:Affective factors are greatly important for the successful language educator and learner.There are two dependent aspects—cognition and emotion in language teaching and learning,and affective factors can greatly facilitate learning.
Chapter Two Literature Review
2.1 Affect and Affective Domain
Affect refers to emotion or feelings. Psychologists assert that affect is an individual’sinner experience and external performance according to if the real-life maters can fulfil theirneeds. Affect is the specific mental activity of human beings (Zhang Zhiguang, 2000). Affect isthe area involving mood , feelings and temperament according to Chaplin(1975). Also, Dulay,Burt and Krashen(1982) think that one’s “affect” toward a particular thing or behavior orsituation or experience is how the thing or the behavior or the situation or experience fits in withone’s needs or purposes, and its resulting influence on one’s emotions. Affect is consideredgenerally as aspects of mood, emotion, feeling, or attitude which condition behavior (Arnlod,2000). The affective domain is the emotional side of human behavior, which it may beparalleled to the cognitive side. The development of affective states or feelings covers a varietyof personality factors, feelings both about us and about others with whom we come intoconnect.
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2.2 Review of the Related Researches
2.2.1 Researches on Affective Factors Abroad
The researches about the affective factors have obtained fruitful results since the early1960s. The rise and development of humanistic psychology provides a strong theoreticalfoundamention for the growth of educational theory on affect. From that on, a large number ofresearches concentrate on the affective factors covering in language learning. According toAbraham Maslow, he explains that human behavior with a hierarchy needs. These hierarchy ofneeds help us to well understand why learners experience learning difficulties in different stage.Also, he emphasizes that educators should be conscious of the importance of creating a sense ofsecurity for the learners in order to make the learners possess a sense of belonging andself-respect (Williams & Burden, 1997:33).The teaching methods spring up in the 1970s, such as Suggestopedia, Silent way,Communicative Language Teaching(CLT), Total Physical Response(TPR) take account of theaffective side of language learning in the very central manner (Li, 2003). Gardner andLambert(1972) regard motivation and attitude as one of the complex factors related to secondlanguage achievements. They draw a distinction between integrative motivation andinstrument motivation. Most research findings in this field show that integrative motivation andinstrument motivation positively related to second language learning. Gardner’s(1972)research findings show a positive correlation between integrative motivation and secondlanguage learning, while Lukmani (1972) and Fathman (1977) find a positive correlationbetween instrument motivation and English proficiency.
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Chapter Three Methodology....19
3.1 Purpose of the Research .......19
3.2 Research Questions.........19
3.3 Subjects.........20
3.4 Insrtuments .........20
3.4.1 The English Test ......20
3.4.2 The Questionnaire....21
3.4.3 Interview......22
3.5 Research Procedures.......22
Chapter Four Findings and Discussion.....24
4.1 The Current Situation of the Subjects’ Self-esteem and the Correlation .....24
4.2 The Current Situation of Subjects’ Inhibit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。