Chapter One Introduction
In recent year, the research staff of the foreign language education has conducteda lot of research on the relationship between affect and the foreign language study,and they have achieved significant research results. The main conclusion is: solvingthe affect problems is conducive to enhance the language study. Passive affect such asanxiety, fear, shyness, tension, sadness, doubt, hatred and so on will hinder thelearning potential. On the contrary, positive affect such as self-esteem, confidence,empathy, motivation, happiness, surprise and so on will create the psychologicalpreparation for better study（English curriculum standard）The implementation of the affect aim is the actual application of the affect theoryin the teaching process. In the long run, people often focus on the cognition factorsinstead of the affect factors which make the students hate school and have lowefficiency in study then the students don’t have comprehensive development. Thereason for this phenomenon is that there are four kinds of wrong understandings of theaffect teaching: the first is “harmful”; teachers think that if they emphasize on theaffect factors, it will cause negative influence. The second is “useless”; the teachersthink that the hardware in teaching is knowledge and intelligence, the inflexible targetis the score and enrollment rate, affect is not important at all. The third is “simple”;the teachers think that emphasizing the affect factor means when giving classes, theteachers must have facial expression and be kind to the student, they simplified theaffect teaching. The fourth is “mysterious”; the teachers think that the affect can onlybe experienced, felt, and it is uncontrollable so it can’t be implemented in teaching and there is no rule to follow (Lu, 2004) .But this misunderstanding disappears withmore and more scholars’ research. lujiamei’s “Affect teaching psychology” and“Better teaching by affect: theoretical and practical research” ,yuxia’s “Affectteaching”, zhuxiaoman’s “Outline of affect teaching “and so on, these scholars’research has provided theoretical support for the affect aim.In addition, the affect problem in language learning is getting more and moreattention; different scholars have conducted a great deal of research on language studyfrom different aspects. The teaching methods such as suggestopedia, silence method,community language study, total physical response, natural method, all emphasize theaffect problems in language learning. Since the 1970s, the key point of the languageteaching is from research on how the teachers teach to how the students learn. Oneimportant area in research is to enhance the attention to the students’ individualfactors. Under this circumstance, the researchers intensify the affect influence on thelanguage study, the affect factors which have caught attention are attitude, motivation,individuality, anxiety, empathy and confidence. For the affect factors, there have beenconsiderable results in affect research; some of the research achievement has beenwidely applied in the language teaching practice. As the research shows, it is aninevitable matter about the affect in language teaching. Affect has penetrated intodifferent aspects in foreign language and the second language study, research aboutaffect is of great importance to foreign language study theory and practice.
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Chapter Two Literature Review
2.1 Affective attitude
The concept of “affective attitude and concept of value” is put forward with thedevelopment of the new round elementary curriculum reform; The outline of basiceducation curriculum reform points out explicitly: one of the concrete aims of theelementary curriculum reform is to change the course which over emphasizes theimpartment of knowledge, form positive and active study attitude to make theprocess of knowledge acquisition at the same time be the process of learning tostudy and form the right concept of value. What is more, it is clearly stipulated in thecurriculum standard: The national curriculum standard is the basis for teachingmaterial compilation, teaching evaluation and the exam proposition; it is the basisfor the national administration and evaluation of the course. It should embody thenational basic requirements for students’ knowledge, ability and affect objective indifferent stage, it stipulates the property ,objective, content structure, suggestions forteaching and evaluation of each subject, in this outline document, the affectiveattitude and concepts of value is the most important component of the threedimensional objective.In order to have a deeper understanding of the connotation of the affectiveattitude and concepts of value, we can associate it with the affective area in theeducation objective taxology. In1956, bloom and his colleagues published “Teachingobjectives taxology” which divided teaching aims into three areas: cognition, affectand action. By analyzing, we can find that the affective attitude and concepts of value in our curriculum objective is actually equivalent to the research on affect. Theliterature review in this research has reorganized the concerned research on affecteducation and the research on emotional attitude and values since the newcurriculum reform; what is more, it has also collected relevant research abroad onaffect education area
2.2 Research abroad
Krashen’s affective filter theory makes us understand that affective factors playan important role in foreign language teaching. Affective factors are as important ascognitive factors, even more. (Stern, 1983) In 1956, American educator bloom andhis colleague publicized “educational target taxology: cognition area” in this book, it has divided education objectives into three large fields: cognition, affect and actionand it conducts detailed description and explanation about the major components ofthe cognition area. (BS Bloom,1956)By the early 1960s, with the increasing intereston education objectives from the American government and the public, especiallyafter 1964, krathwohl and his colleague publicized “educational target taxology:affect area” education target taxology had begun to gain attention. Many educatorsoften talked about the cognition objective and affect objective. The distinction ofcognition area, affect area and action area was common knowledge in Americaneducation field and then it was spread gradually in worldwide. (W. JamesPopham1990, 32) the application of social interactions views to language teachinghas been discussed surprisingly little. (Vygotsky, 1986)In the early 1920s, western humanism psychologists and educators put forwardaffective domain as an important content and objective of education comparing withcognitive domain. In the 1950s, they had further study on the interest and motive, afactor in the course of studying the concept of “self” (ego-involvement) (Stern,1992)The development of affective states or feeling involves a variety of personalityfactors, feelings, both about us and about others with whom we come into contact (HDouglas , 2005)Carl ranson rogers applies humanistic psychology in education, he is opposedto the education which constrains the students, neglects the psychological features ofthe students but only imparts knowledge and develops intelligence. He thinks thatthe aim of education is to inspire the motivation of the students to learn and tap thepotential of the students and then form the positive concept of themselves and valuesystem then finally the students can educate themselves. In order to achieve this aimand vitalize the education process, he highlights the function in affect education.In the aspect about the effect that the affect has on cognition, according to thepsychological research, American psychologist holffman has generalized the effectsthat affect has on cognition to be the following aspects: first, affect may bring about,terminate or break off the processing of the information. Second, affect can organizememory. Third, affect can provide input signal to social cognition. Fourth, affect can have influence on decisions and problem solving.In the relationship between language study and affect, in Arnold’s viewpoint, inthe process of teaching the second language, the affect, feeling, emotion and attitudewill directly effect their study action and results. Passive affect such as anxiety,shyness, nervousness, anger, dismay, doubt, hatred will hinder the students’ talent todisplay justice. On the contrary, active affect such as self-esteem, confidence,empathy, motivation, delight, surprise and so on will create psychologicalpreparation which is beneficial to study.
Chapter Three Methodology and Ideas in research ..............................26
3.1 The method of investigation......................................26
3.2 The main methods and thinking idea.....................................27
Chapter Four Results and Discussion .........................................28
4.1 Questionnaire analysis.........................................28
4.2 Interview analysis..........................................36
Chapter Five Teaching Reflections...........................49
5.1 Culture construction in school.........................................49
5.2 Supervision and management from government ..............................50
Chapter Five Teaching Reflections
5.1 Culture construction in school
School culture refers to concepts of value, guiding ideas of running the schools,group consciousness, code of conduct which is formed after the long-termaccumulation; it is the concentrated reflection of the school campus spirit and theatmosphere.In the aspect of school culture construction, firstly we have to make full use ofvarious resources in the school, for example, different kinds of bulletin boards arenot only the place to guide the students’ daily behavior and provide them warm tips,meanwhile they should be the places to display the learning achievements of thestudents and their talents in art. The construction of the corridor culture and theposter bar is beneficial to inspire the students’ confidence. And be able to make thestudents feel the joy of success. Secondly, the construction of active school spiritand class spirit will do good to form a special collective appeal which makes thegroup members keep consistent in thoughts, affects and behavior to resist variousbad tendencies and the behavior invasion and then promote the formation of healthyaffect, positive attitude and right concept of value. Finally, we have to createdemocratic fair and harmonious atmosphere. In the school, the relationship betweenthe school decision makers, administrator, teaching staff and students should be fair.Only in the harmonious atmosphere can we form healthy and active interpersonalrelationship to promote the students’ study and development.We have to change the current school evaluation system if we want the studentsto have comprehensive development. In the evaluation of the students, we have tofocus on the students’ grasp of the knowledge and skills in language as well as the development of comprehensive ability in using language. Meanwhile, we have tocare about the affect performance in the learning process. Here we not only refer tothe behavior participation but also the affect participation and thought participation.We have to care more about the formation of attitude and values in study. Thus, theevaluation is not only the exam with pen and paper, meanwhile we have to test thestudents’ comprehensive ability in using language, attitude in study, performance ofbehavior, thinking ability and evaluation should have the function of promoting thestudents’ study and guide the teachers to improve their teaching.
5.2 Supervision and management from government
Firstly, the government should strengthen the understanding and support to theschool curriculum reform. If the government only pays attention to the “enrollmentrate of the college entrance exam”, then the only thing it focus will be the students’academic record and then it will ignore the comprehensive development of thestudents. In fact, there is little opportunity for the local government and theeducation administrative department principals to participate directly in the coursedesign and the demonstration. It is hard for them to grasp correctly the concept ofthe new curriculum and this is why the curriculum reform is lack of public opinionpropaganda. If the whole society only expect high marks from the students. Then itwill be hard for the teachers to require the students to get comprehensivedevelopment and implement the curriculum objectives omnibearingly and facilitatethe teaching reform better. The new curriculum requires the concernedadministrative departments to intensify the attention to the curriculum reform, takean active part in the school curriculum reform, give full play to the propaganda ofthe public opinion, conduct objective, comprehensive and true report of the schoolcurriculum reform, create favorable social culture atmosphere to provide betterconditions for the comprehensive development of the students.
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Chapter Six Conclusions
The purpose of education is to promote the comprehensive development of thehuman beings .In education; the students are first human beings and then thelearners. The curriculum objective is the embodiment of the national educationobjective. It represents some value orientation. The new curriculum reformadvocates perfect person education. It puts forward clearly the curriculum goal ofthree dimensions and puts the affect objective in the same important position as theknowledge objective and the ability objective, it emphasizes that the curriculumshould promote every student’s comprehensive development, cultivate goodbehavior, wishes and ability for lifelong study, handle well the relationship of theknowledge, ability, affect, attitude and concepts of value, it embodies the brand neweducation concept.The brand new education concept has instilled fresh vitality into the schooleducation. However, in the actual teaching practice, the implementation of the affectobjective is not preceded smoothly without a hitch; it is influenced by the schoolculture, evaluation system, the teachers’ education concepts, and social factors andso on. We should realize that school is not only the place for students to studysubject knowledge but also an important environment for students’ growth andindividual development, with the further implementation of the curriculum reform,the main problem we are facing now is how to implement the advanced concept inreal class, this is not only the problem in understanding, but also a problem inpractice. In our current senior high school English teaching, there is indeedsomething to be desired, among which the insufficient attention on students’ affect isthe bottleneck that constrains the healthy development of English educationStudying and solving the affect problems of the students neither means that wehave solved all the problems in language learning nor means that we have denied theimportance of cognition activity and cognition ability. One of the main aims instudying affect problems is to explore the influence that the affect has in the cognition process; after all, language study has to be realized in language study. Ofcourse, the meaning of affect is not limited in language study; it is an importantaspect for the individual’s comprehensive developmentThe thought of the strategies in implementing the affect objective in senior highschool English class is the rational reflection of the teaching practice based oncertain educational theory. In this process, I try my best to reflect the objectivereality precisely, but because of various limitations , the final essay has some gapwith my expected essay, especially in the process of writing this essay, I feel thesignificance of affect for the students’ growing up. What is more, the discussion ofthe strategies in implementing the affect objective is lack of the test ofpractice .some problems in the research have to be further improved and perfected inthe future study and research.
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