A Study on Affective Teaching Strategies of English Teaching in Junior High School文献综述

 2022-09-08 12:06:19

From Affective Factors to Affective Teaching

Abstract：Affective teaching is very important in English teaching in junior high school, but teachers always pay too much emphasis on intelligence factors but omit non-intelligence factors. Affective factors are also non-intelligence factors, which is very important in peoplersquo;s life, but also their second language learning. Also, affective teaching has long history in education history. Based on these things, the study will talk about the affective teaching in English teaching in junior high school and its specific strategies.

key words：intelligence factors; non-intelligence factors; affective factors; affective teaching, second language learning

一、文献综述

1 Intelligence and non-intelligence factors theory

In Chinese education, affective factors show a great importance. In English Curriculum standard (2011), the affective factor has been one of the five biggest goals. It requires teachers to motivate and strengthen the interests of students of learning English, and then lead them to make the interests change into stable motivation of English study, which can help them build up confidence, train their mind to overcome difficulties, realize their advantages and shortcomings in their study, be willing to cooperate with others, and form the harmonious and healthy characters. Finally, English course should strengthen studentsrsquo; national awareness and broaden their international horizons. They are all affective goals in current English study in junior high school. And itrsquo;s the same in Go For It (2013), current English textbook of junior high school. There are so many affective factors in the textbook, which need to be dug by teachers and share them with students. Teachers are supposed to emphasize the emotions in the textbook which the writer wanted to express. If itrsquo;s an inspirational story, teachers should use it to educate students and encourage them to study from it. And if itrsquo;s an article introducing foreign culture, teachers should gradually train studentsrsquo; awareness of international culture. Itrsquo;s the affective factors in English textbook, and the affective teaching in English teaching in junior high school.

However, there are two kinds of wrong trends in English teaching and learning. First, the teacher neglects the importance of affect, but draws more attention to the learnersrsquo; intelligence factors. It leads to the emotional illiteracy. Second, the teacher ignores the relationship between affect and cognition. During the process of teaching, the teacher always values the learnersrsquo; cognition, but less concerned the affective questions. That is to say, teachers always pay attention to studentsrsquo; intelligence factors, but ignore the non-intelligence factors. Goleman (1995) expresses that, in the teaching process, we put too much emphases on the learnersrsquo; cognitive function, but did not fully take into account the learnersrsquo; non-intelligent， that is, affective factors, that impact on learning, which result in emotional illiteracy.

But what are intelligence factors or non-intelligence factors? Intelligence factors are the summation of cognition, which includes the ability of memory, observation, thinking, attention, imagination and so on. And non-intelligence factors are those affective factors but out of intelligence. Both them are rather important for studentsrsquo; learning condition. Thesis always draw the importance of intelligence factors, they think the intelligence factors predominantly lead peoplersquo;s study and life. Therefore, in education, teachers always focus too much on intelligence factors, but omit the non-intelligence factors. In fact, non-intelligence factors restrict peoplersquo;s intelligence directly. The most effective way of studentsrsquo; learning is basing on intelligence factors, and making the non-intelligence factors biggest function.

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