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uality-oriented education and advocate all-rounddevelopment of the students. It’s true that English teaching in China has already made a great success andprogress until now. However, in order to get high score in examinations, the dominant traditional teachingmodel nowadays has been keeping on less considering the students’ desire of choosing what they want tolearn and interest and how to use what they have learnt; besides, most of the English teachers put too muchemphasis on improving students’ cognitive capabilities while neglect how emotions affect cognition. Thesituation has seriously slowed the integrated development of students as individuals and the improvementof the educational quality.Currently, most students are the only child in their families. They live a pleasant life once they wereborn without experiencing any frustration. As a result, they have lots of affective problems which seriouslyimpede their English learning. Many researchers find that there is little difference in general intelligenceamong the students except the students’ affective status which causes the difference of their Englishachievement. We all know that English learning requires the persistent accumulation of the language points.Some students learn English with a half-hearted effort and wish to memorize the English words andexpressions within one day. Once they fail in the exam or forget the new words learned in the previous day,they will be frustrated and think they have no talent to learn English. At last, they lose their confidence. Wemay see this situation in the English class, a student asked to answer the question stands up and says “sorry,I don’t know !” without thinking over carefully. Actually, they know the answer. So after asked to think itover or prompted by the teacher, the student can answer it correctly. This is quit common in class. It is clearthat students’ negative affects have become big obstacles in the English teaching and learning.For the Grade Two students in senior high school who are in a transition period and in the criticalperiod of psychological development. They have adapted to the environment of the school and wiped outthe feeling of novelty in the first year when they first entered the school, and they have not so muchpressure as grade three students do, in this case, they are easy to be tired of learning or affected by thesurroundings and easy to relax themselves in their learning. Moreover, it’s easy for them to exert negativeaffects which seriously affects their English learning. So it’s urgent and crucial to motivate their positiveaffects so that they can make effort to overcome the difficulties in their learning process and improve theirlearning performance under the competitive conditions. From this angle, the author specializes in thespecial group of students about their negative affects in English learning with the purpose of improving theefficiency of English teaching and learning.
　　

　　1.3 Research Objectives and Research Questions研究问题和目标
　　Senior high school students are at a turning point of psychological change. Their negative affects arefrom the people around them such as their parents，teachers，friends or themselves. Consequently, there aremany negative affects influencing the students when they are learning English. In this thesis, the authorinvestigates the main negative affects and the reasons for causing them in English learning of Grade Twostudents in Xinxiang No.2 Senior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。