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1 Introduction

1.1 Research Background
Many companies take English as one of the standards to measure the quality of theemployee in China nowadays. As a result, English Education has got much attention.Besides, English education is one of the key components of elementary education.Indeed, since the reform and opening up, China’s English education has got theunprecedented attention, and the teaching effect is also prominent. But now the “highinvestment, low returns” English education status is still far from enough to meet theneeds of the society for talents of the English language. If we are to improve Englishteaching effect, we need not just to change the traditional teaching mode, and we also needto change the traditional teaching ideas.Under the pressure of the college entrance examination, traditional English teachinglays particular stress on knowledge and undertakes cramming method of teaching in theclassroom with the teacher as the center. The basic“ spoon-feeding” teaching mode is: 1)teachers speaking, students listening; 2) teachers writing, students copying; teacherstesting, students reciting. The traditional English teaching method just views English asknowledge and skills to teach and divides it into isolated language points. In such asituation, English teachers’ attentions are only paid to the interpretation of grammar, andthey just care about students’ academic achievements but neglect their comprehensivequality and all-round development, especially ignore the students’ development of affect and attitude. In this case, students are not willing to learn English. If students’ enthusiasmand initiative cannot be mobilized up, they will have affective weariness. Finally, Englishteaching will not achieve the expected results.
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1.2 Significance of the Research
In the past twenty years, education innovators began to be aware of the importantinfluence of students’ affect on education. As a result, teachers also have begun to explorehow to make full use of affective factors of students to promote students’ cognition. Affectteaching not only pay attention to the students’ cognitive development, but also give fullconsideration to play the positive role of affective factors to complete the teaching goaland improve the teaching effect. Affect teaching is the process of cognitive factors andaffective factors cooperating with each other and then to achieve the teaching goal.Although the definition of affect teaching at home and abroad is different, nobody denythat affect can influence the teaching effect. In other words, teachers’ reasonable affectivecontrol of students’ affect and attitude can improve teaching effect. Therefore, the generalEnglish educators should seriously study affect teaching theory and methods as well assearch affect teaching strategy in English class to improve the English teaching level atlast.Research shows that affect teaching can mobilize students’ learning enthusiasm,improve their learning efficiency and help them form good learning attitude. It is in linewith the spirit of ongoing primary English curriculum reform and the requirements of thestandards. However, whether the English curriculum reform can achieve the expectedeffect depends on the in-service teachers. English teachers are the subject of educationreform and education development. Therefore, English curriculum reform must play a roleof English teachers’ subjective initiativ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。