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ations) and feelings (perception of these changes). Arnoldand Brown (2000) consider affect broadly as aspects of emotion, feeling, mood or attitude whichcondition behavior. A more comprehensive definition is given by Apelt and Koering (1997.

Chapter 3 Research Design........... 22-25
    3.1 Research Purposes and Questions.......... 22
    3.2 Subjects of the Research ..........22-23
    3.3 Methods ..........23-24
    3.4 Procedures.......... 24-25
Chapter 4 Findings and the Related Discussions.......... 25-39
    4.1 Research Findings and the Discussions..........25-30
        4.1.1 Learners' Anxiety Level ..........25-28
        4.1.2 Affective Strategies for Reducing Anxiety ..........28-30
    4.2 Research Findings and the Discussions .......... 30-34
        4.2.1 Learners' Confidence Level.......... 31-33
        4.2.2 Affective Strategies..........33-34
    4.3 Research Findings and the Discussions ..........34-39
Chapter 5 Implicaitons for Oral English.......... 39-49
    5.1 Further Understading the Necessity and Importance ..........39-42
    5.2 Better Adopting Affective Strategies ..........42-49

Conclusion

Affect and affective strategies play essential and important roles in language acquisitionespecially exert the most influences on oral English teaching and learning. In order to understandlearners' current states of affect and their situations of adopting affective strategies, the authorraises some research questions and makes the questionnaire. With the support and cooperation ofthe research subjects, the thesis is carried out normatively and smoothly. Different from otherresearches which focus on all affect-related factors or single affect-related factor in oral Englishlearning, the author believes individual affective factors like anxiety and confidence, andrelational affective factors like empathy and cross-cultural awareness will strongly influence thecommunication process. Through the questionnaire and interviews, the author gains someobjective statistics of learners' levels of anxiety, confidence, empathy and cross-culturalawareness and finds that they have different degrees of affective problems, such as some learnershave high anxiety and low self-confidence, and classroom teaching introduce not so muchcross-cultural knowledge to them. On the basis of the results of the survey and the inspirationsfrom Oxford's affective strategies, the author raises some effectual affective strategies forlearners to control and regulate their affect in the oral English learning process.
As to the limitations of the present research, first of all, the research subjects only consist of50 learners. The number is relatively small. Therefore the information provided is not assufficient as is generally required. Second, nearly four fifth of the research subjects are females.It's not clear that whether sex will influence one's choice of the answers. Third, every interviewlasts no more than ten minutes and the whole research is finished within a short time, so thelimited time may indic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。