情感教学在英语教学中的应用On Application of Affective Education

0OnApplicationofAffectiveEducationinMiddleSchoolEnglishTeaching情感教学在中学英语教学中的应用1OnApplicationofAffectiveEducationinMiddleSchoolEnglishTeachingWangXijuanAbstract:Affectisthelinkbetweenteachersandstudentsincommunication.Educationtodayhavearenewedperspectiveaboutaffectiveeducation.Sincehumanisticlanguage-teachingtheoryin1970beginstofocusitsattentiononaffectinlanguageteaching,fromhometoabroad,manyscholarsareconcernedwiththisfield---affectiveeducation.Inourcountry,inNewStandardofEnglishCurriculum,affectivefactorsarethemoreimportanttarget.SoexploringfunctionsofaffectivefactorsinEnglishteachinghasbecomeanimportantaspectofaffectiveeducationstudy.Basedonthetheory,thispaperdiscussesaffectivefactorsinEnglishteaching.Itdescribestheconnotationofaffectiveeducation,themaincontentsofaffect,theimportanceofaffectineducation,andthecurrentsituationofEnglishteaching,analyzesaffectivefactorsonstudents’Englishlearning,andputsforwardsomestrategies.Keywords:affectiveeducation；affectivefactors；middleschoolEnglishteaching；application内容提要:情感是教师和学生思想交流和语言交流的纽带。自二十世纪七十年代以来，人本主义教学理论开始关注情感在语言学习中的作用，国内外许多学者开始了真正的情感教学。在我国新制定的课程标准把情感态度列为重要的课程目标之一。因此，探讨情感因素在英语教学中的作用便成为情感教学研究的一个重要方面。本文拟从理论方面对英语教学中的情感因素进行分析和探讨。通过阐述情感教学的内涵、情感在教学中的作用，分析影响中学生英语学习的情感因素，并结合当前中学英语教学的现状，研究探索如何更好地利用情感因素进行教学。关键词：情感教育；情感因素；中学英语教学；应用2Chapter1StatusofAffectinEnglishTeachingPeople’scognitionstartsfromaffectwhichdirectlyperceivesotherswithexperienceandalsocomestoanevaluationwithitsownfeelingtotheotherside.Affectisnotabsolutelysubjective.Throughtheevaluationofobjective,itispossibletoshowthenature,structureandattributeofobjectivewithdeepeningandpotentialrelation.1.1ConnotationofAffectAccordingtoEncyclopediaofpsychology,“Affectrelatestoand/orencompassesawiderangeofconceptsandphenomenaincludingfeelings,emotions,moods,motivation,andcertaindrivesandinstincts”[1](p.32).OateleyandJenkinssay,“theterm‘feeling’isasynonymforemotion,althoughwithabroaderrange.Intheolderpsychologicalliteraturetheterm‘affect’wasused.Itisstillusedtoimplyanevenwiderrange(comparedwithfeeling)ofphenomenathathaveanythingtodowithemotions,moods,dispositions,andpreferences.”[2](p.124).StevickfollowedDulay,BurtandKrashen(1982)pointsoutthatone’s‘affect’towardsaparticularthingoractionorsituationorexperienceishowthatthingorthatactionorthatsituationorthatexperiencefitsinwithone’sneedsorpurposes,anditsresultingeffectonone’semotions.Affectiscommonlydefinedastheareacoveringfeelings,emotions,moodandtemperament(Chaplin,1975).Itreferstotheemotionorfeeling.Theaffectivedomainreferstotheemotionaldomainthathastodowiththeemotionalbehaviorofhumanbeings.Itincludessuchfactorsasempathy,extroversion,anxiety,attitudeandmotivation.Inthesecond3languageteaching,affectreferstothelearner’semotion,feeling,andattitudeandsoonintheprocessoflearning.Theseaffectionshaveadirectinfluenceonthelearner’sstudybehaviorandstudyeffect.Positiveaffectcancreatepsychologicalsituationthatisfavorableforlearning,whilenegativeaffecthaveaninfluenceonthenormalelaborationoflearningpotential.1.2ImportanceofAffectinEnglishTeachingThepastfewdecadeshavewitnessedanever-increasingconcernwithaffectineducation.AsArnoldandBrown(2000)pointsout,althoughpsychologistshavetraditionallyconsideredemotiontobecinderellaofmentalfunctions,todayareversalofthistrendisevident.OatleyandJenkinsstates,“emotionsarenotextras.Theyaretheverycenterofhumanmentallife…”[3](p.122).Thereforethecognitivesideshouldconstructafirmerfoundationforthelearningprocess.Withregardstothevalidityofaffectinforeignlanguageteaching,abetterstartingpointwouldbewithinthebroaderscopeofeducation.Thereasonforfocusingattentiononaffectisthatitcanleadtomoreeffectivelanguageteaching.ItisaninevitabletrendthatEnglisheducationshouldbepermeatedwithaffectiveeducationinteachingEnglishasaforeignlanguageinmiddleschools.Languageteachingshouldembodybothitsvalueasatoolanditshumanityandshouldregardoveralldevelopmentsofpersonsasitsstartingpointanddestination:theintegrationofcognitionandaffect.Intheprocessofpayingcloseattentiontostudents’feelings,botharousingandtransferringstudents’feelingshouldberegardedasmeansofpromotingteachingefficiency,andtheaimsofshapingthegoodemotionalcharactersofstudentsshouldbereached4throughthedevelopmentsofaffectionadvancingtheharmoniousdevelopmentsoftheirpersonality.1.2.1AFactorinEnglishteachingqualityThenatureofteachingprocessisaprocessofcognition.Psychologiststhinkthatcognitionandaffectexistatthesameintheprocessofunderstanding.Thereisnomysteriousaffectbeyondcognition,evennocognitionwithoutaffect.Affectwillnotcomeintobeingnaturally.Itisalwaysconductedbycognitiondirectlyorindirectly.AccordingtoRogers,howeverinthepre-learningactivityorinthewhile-learningactivity,orinthepost-learningactivity,students’processofcognitionandaffectareunited.Teachingisabilateralactivitybetweenteachersandstudents,anditisalsointerpersonalcommunication.So,theremustbetwoinformationexchangesminglingwithtogetherundergivenconditions---knowledgeinformationexchangeandaffectinformationexchange.Intheknowledgeexchange,theinformationisteachingcontent