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Chapter One Introduction 

The  first  chapter  gives  a  brief  introduction  to  the  following  aspects  of  the  study: research  background,  research  purpose,  research  significance  and  the  overall  structure  of the thesis. 

1.1 Research background 
The New English Curriculum Standards, issued by the Ministry of Education, puts the training of students’ interest, attitude and self-confidence in the first place in teaching and it  also  clearly  states  that  the  main  task  in  the  foundation  stage  of  English  education  is  to inspire and explore students’ interest in English study, and assist them establish confidence, form  good  learning  habits  and  effective  learning  strategy,  and  cultivate  their  abilities  of independent  learning  as  well  as  cooperative  consciousness.  To  achieve  the  goal,  teachers need to stimulate and cultivate students’ interests in learning English, meanwhile, to enable students  to  establish  self-confidence,  developing  good  learning  habits  and  form  effective learning  strategies,  to  develop  independent  learning  ability  and  corporation  spirit;  let students  master  some  basic  knowledge  of  English  and  listening,  speaking,  reading  and writing  skills.  The  assignment  especially  underlines  the  importance  of  affective  factors  in English  learning,  moreover,  teachers  should  try  to  make  full  use  of  positive  affective factors  which  influence  students’  learning  achievements  to  foster  their  learning  interests and promote their learning motivations. Therefore, one of the most important aspects of the new  curriculum  reform  in  our  country  is  to  focus  on  the  development  of  students’ emotional attitudes and make it permeate to every subject and teaching practice. Along with the development and reform of education, affective teaching has attracted more  and  more  attention,  numerous  teachers  and  scholars  have  carried  out  a  great  many studies  in  such  domain.  Affective  teaching  is  a  concept  opposite  to  intellectual  education and cognitive education. It is a part of education process which mainly focuses on learners’ attitude,  feeling,  belief,  mood  and  so  on.  Linguistic  scholars  have  researched  and confirmed  that  cognition  and  affect  are  two  inseparably  factors  in  language  acquisition. 
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1.2 Purpose of the study  
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