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ve factors and finds out how they have influence on students' performances inEnglish learning. The notion of attitude has been defined in many ways, and most theorists would,however, seem to agree that the term 'attitude' refers to some aspects of an individual'sresponses to an object or class of objects. According to Allport，"attitude is a mental andneural state of readiness, organized through experience, exerting a directive or dynamicinfluence upon the individual's response to all objects and situations with which it isrelated"(Gardner, 1985:98). Attitude is said to have cognitive，affective and cognitivecomponents. The cognitive component refers to the individual's belief about the object, theaffective to the amount of positive or negative feeling an individual has toward the object,and the cognitive to an individual's behavior intentions or actual behavior toward theobject.
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2.2 Relations of Affective Factors to English Learning

2.2.1 Attitudes and English Learning
When attention is directed to the relations of attitude to foreign language achievement,the term of relevance is often used. Some attitudes might be more relevant to the students'performance than others. For example, attitudes toward learning a language are generallyviewed as more relevant to the students' achievement in the language than attitudes towardthe target language speaking community. In addition，attitudes toward the teacher and thecourse are also closely related to the students' achievement in foreign language learningprocess.According to Gardner(1985:101), one potential reason why attitudes are related toachievement in a second or foreign language learning is that they have a strong influenceon how seriously the individual strives to acquire the language. Such an interpretation issupported by the relation already noted between attitudes and verbal report measures ofhow hard the individual works to acquire the language. It is also supported by studies ofrelation of attitudes to perseverance in language study.
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Chapter Three The Research on Developing Positive.......... 23
3.1 Aim of the Research .........23
3.2 Hypothesis of the Research......... 23
3.3 Subjects......... 25
3.4 Instruments......... 25
3.4.1 Students' Journals......... 25
3.4.2 Questionnaires......... 27
3.4.3 Teacher's Observations......... 27
3.5 Procedure ......... 29
3.5.1 Preparation......... 30
3.5.2 Operation......... 30
3.5.3 Data Collection and Analysis......... 36
Chapter Four Results and Discussions......... 37
4.1 Findings from students' Journals......... 37
4.2 Findings from Questionnaires .........41
4.3 Findings from Observation......... 44
4.4 Summary......... 47
Chapter Five Conclusion .........50

Chapter Four Results and Discussions

4.1 Findings from students' Journals
By collecting four students，journals every week, the teacher had a record ofstudents' individual differences in affective domain，and based on the careful analysis ofthe differences and their relevance to students，English learning performances，the teachergave the students some specific s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。