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高中生情感要素、英语学习成绩之间的联系研究

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:5111

论文字数:36200论文编号:org201405051120282896语种:英语 English地区:中国价格:$ 66

关键词:高中生情感因素英语学习成绩相关性高中英语

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 One Introduction


1.1 Background of the Research
Before entering Shanxi Normal University, the author has been teaching English in amiddle school. During that time, the author often found that English is one subject that studentsdislike most, especially boy students. In addition, a part of students excel in math, physics andchemistry, but fail in English. In English classes, some students read magazines, do homeworkwhich are not relevant to English, and even a few students sleep. As for the phenomenon, theauthor has asked other English teachers, and found they have the same confusion. Gradually,the author began to think about what results in the performance that students present in Englishclass. This is the most serious problem that the author needs to solve during the period. Luckily,the author has the chance to study English as a graduate in Shanxi Normal University in 2010.Through studying with teachers and classmates during the two years, much useful knowledgewas taken in, and the author also knew the resolution to the problem which made me feelconfused—affect plays a major role besides cognition in language learning.From the 1970s, the key to linguistic studies has changed from teachers to learners. It hasbeen the increasing focus that it is necessary to pay attention to learners’ affective factorsinvolved in second language learning so as to solve confusing problems learners experience. Inother words, linguistics focus researches not on how teachers teach but on how learners learn.So, effective status should be given much more emphasis than cognitive ones. It is well knownthat Stern points out that there isn’t any conflict between the cognitive skills and affectivecomponents, instead, the affective components benefit language learning compared with thecognitive skills(Stern 1983).
……………


1.2 Significance and Purpose of the Research
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. Well-known Humanistic LanguageTeaching Approach, not only concentrates on language learner’ emotional needs but also thedevelopment of their emotional capacity. However, in our country, English language teachersespecially middle school teachers downplay the effect of learners’ affect on his Englishachievements due to the pressure from Test-oriented Education . As a result, students study forhigh score, and teachers teach for high score. One of the consequences of this situation is“emotional illiteracy”. Gradually, it is found that students become indifferent to others andnegative. Lack of the necessary passion in learning, students will not be open-minded and evenexperience serious psychological handicap. So it is vital to conduct study for us to findcountermeasures to improve the teaching and learning efficiency, and promote students’all-round development. As the language teachers, it is the duty to nurture our students to livemeaningful lives and to serve for our society. To do this, both cognitive and affective statusneed to be cared for, only this can the students be a whole person. The paper may make studentslearn English happily, relaxingly and efficiently and is helpful for their all-round development.Under the circumstance of learner-centered, learners are regarded as the most important 论文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。

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