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d Analysis of the Classroom Observation.......32
4.2.1 Students’ Participation in English Class......33
4.2.2 Classroom Atmosphere .....34
4.3 Suggestions.....36
4.3.1 Unearthing the Affective Factors in the Teaching Materials ........39
4.3.2 Arousing Students’ Learning Interest .....40
4.3.3 Developing and Stimulating Students’ English......42
4.3.4 Reducing Students’ English Learning Anxiety......43
4.3.5 Strengthening Students’ Confidence.......44
5 Conclusion ........47
5.1 General Findings ......47
5.2 Implications of the Research ........47
5.3 The Limitations of This Study and Future Prospects ......48

4 Results and Discussions

4.1 Results and Analysis of the Questionnaire and the Interview
When teachers were asked about “Do you understand the five aims of languageteaching proposed in the New Curriculum Standards (aims of language knowledge, aimsof language skill, aims of learning strategy, aims of affect and attitude, and aims ofcultural notion),” 41.5% of the teachers selected “very clear”, 48.8% of the teachers werefor “basic clear”, 7.3% of the teachers chose “a little clear”, and there was only oneteacher selected “not clear”(See Table 4-1). It shows that most of the English teachershave enough understanding about the content of the New Curriculum Standards. Throughthe interview with some teachers, the author knew that the local education bureau hadorganized all kinds of teacher trainings to learn the new curriculum reform during thewinter and summer vocation. So the English teachers totally received the pre-job trainingof spirit and learnt about the spirit and the content of the new curriculum reform.
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Conclusion

The majority of English teachers who accepted the investigation have had affectteaching consciousness, and they could give full play to the positive role of affective factorsin the process of English teaching subconsciously. Most of the English teachers were aware ofthe necessity and importance to implement affect teaching in English class, so they applyfactors in their own class to improve the quality of English teaching effectively. But thesefindings cannot deny that English teachers still attached more importance to knowledgeinculcation. Under the pressure of examination-oriented education, English teachers ignoredthe cultivation of students’ affect and attitude, which prevents English teachers from carryingon affect teaching effectively in English class. Except for the pressure of examination-oriented education, there are some reasonsinfluencing the application of affect teaching in English class. It can be summed up in thefollowing aspects: English teachers do not have enough affect teaching theory; Englishteachers do not have enough measures to implement the aims of affect and attitude; someEnglish teachers still cannot give full play to the role of affective factors.
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Reference (omitted)

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