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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:5149
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 Four Findings and Discussion
4.1 The Current Situation of the Subjects’ Self-esteem and the Correlation between Self-esteem and their English Achievements
The following results are from the response to six items (Item1-Item6) investigating thecurrent situation of the subjects’ self-esteem. Descriptive statistics and correlation betweensubjects’ self-esteem and English learning achievements will be presented in the following barcharts and tables. As we can see in Table 4.2, mean of Items 6 “I hope that I can be encouraged by teachers,even if I answer the wrong points.” is 4.11, which is the notable figure in the six items. It showsthat most students seldom hear the words of encouragement from their English teacher. Englishteacher, thus, should encourage and praise students generously in the daily classroom teachingand learning. Especially average students in learning, they need to be more recognized thanexcellent students. Maybe one word of teacher’s positive or appropriate can change a student’sattitude towards learning. Encouragement helps students grow self-confidence. In addition,another figure 2.57, mean of Items 4 “I am satisfied with my answers after each English exam.”is the lowest among the Item1-6. It is explained that students’ low self-confidence leads to theirdissatisfaction with their English exam. We all know that self-esteem is self-evaluation andpositive assessments and recognition from other people around them. A person’sself-confidence can not be given by other people. In fact, self-confidence comes from inside ofone person. Similarly, students have high self-esteem when other people (teachers, parents,friends, atc) have full belief in them and their abilities. Students stay with teachers most of theday, then teachers have responsibity to help students improve their self-confidence. If students’self-confidence is enhanced, they are satisfied with classroom performance and students havefull confidence in English exams as well as exam answers.
…………
Conclusion
It is known that the affective factors are come up very explicitly in the New CurriculumStandards (NECS) promulgated by the Ministry of Education in 2001. And they are consideredthe most direct and important factors that impact learners’ English leering. English teachersshould infiltrate affect into language teaching so as to respond to the requirement ofquality-oriented education and learners’ all-around development.Paying attention to emotions can benefit to the language learning and teaching. If learnerslearn language with some negative affect such as fear, anxiety, inhibition, stress, their optimallearning potential will be not realized fully. On the other hand, attention to affective aspects inthe language classroom can bring the extraordinary teaching effectiveness. Focusing on thelearners’ affective education is also a way to facilit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。