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1.1 Research Background
As one of the basic language skills, speaking plays an essential role in the process oflanguage acquisition. However in China, oral English teaching and learning, comparedwith other language skills (reading, writing and listening), bear the poorest result. Likewise,English majors tend to have better performances in written tests than in oral ones, whichhas been a traumatic experience for many learners. Therefore, it is of great necessity toinvestigate the depth of factors that hinder or enhance the oral learning of English majorsso as to help them to achieve satisfactory oral performance.As we know, second language acquisition is a complex process which involvescognitive, social and affective factors. Although affect has been recognized as a crucial partin foreign language learning (Ellis, 1994; Arnold & Brown, 1999), the investigation ofaffective factors has not been at the forefront of the research agenda in the EnglishLanguage Teaching field (Dewaele, 2005; Garret & Young, 2009). Much research on L2learning and teaching has greatly focused on linguistic factors while ignoring thenon-linguistic factors such as affective factors or emotional variables, resulting in“emotional illiteracy” (Goleman, 1995). Many SLA researchers are not able to elucidateanswers to the phenomenon that why L2 learners of similar IQ and language aptitude arestill found in traditional linguistic studies to vary dramatically in language learning achievements (Gass & Selinker, 2001). Stevick’s answer (1980, p.4) to this phenomenonwas that “success depends less on materials, techniques, and linguistic analysis and moreon what goes on inside and between the people in the classroom”. Taking learners’emotional variables into account is hopefully conducive to learners’ language learning, andminimizes the negative effects and brings a human dimension into learning situation.
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1.2 Purpose and Significance of the Study
The purpose of the study is firstly to find out the general tendencies of emotionalintelligence, foreign language anxiety and motivation of English majors. Secondly, thestudy attempts to find out the interactive effects between students’ EI, FLA, motivation inthe context of oral performance. The findings of the research will provide teachers withsome teaching implications and will make contributions to learners’ language learning andoral performance.The significance of the study falls into two parts. In the first place, from the study wewill know more about how affective factors operate dependently on each other. Asmentioned before, research has shown that affective factors do not operate independentlyof each other; instead the interrelationships among them are complicated and warrantfurther investigation (Gardner, Tremblay & Masgoret, 1997). The study will enrich thecurrent study of the interactive effects of affective factors on L2 oral performance.Secondly, pedagogically speaking, this study can be conducive to both teachers andstudents. Teachers can know more about their students’ levels of EI, FLA and motivation;thus, based on the findings, teachers are able to improve their teaching techniques toenhance students’ oral learning and achieve better scores. The results of the questionnairesin the study will also help students to have a better understanding of themselves about thestates of their emotional intellig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。