Discussions on the Emotional Education in English Teaching.doc

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1、毕业论文（设计）Discussions on the Emotional Education in English Teaching Discussions on the Emotional Education in English Teaching11. Introduction12. The Scope of Research for the Emotional Factors22.1 Motivation32.2 Self-confidence52.3 Anxiety52.4 Empathy63. The Emotional Influence from Teachers73.1 Lov

2、ing and Trusting Students83.2 Being Earnest and Responsible for Teaching93.3 Being Honest about His Weaknesses and Ignorance94. The Principles and Practice of Emotional Education in English Teaching104.1 The Principles of Emotional Education in English teaching104.1.1 Making Happiness a Medium of Ed

3、ucation104.1.2 Making Emotion a Medium of Education104.1.3 Applying Encouragement and Praise114.2The Practice of Emotional Education in English Teaching114.2.1 Analyzing Motivation, and Inspire Students124.2.2 Developing Students Learning Potential Ability134.2.3 Making Students Feel very Pleasant i

4、n Class134.2.4 Creating the Emotional Atmosphere144.2.5 Creating the Learning Atmosphere154.2.6 Classroom Activities155. Guidelines for Emotional Education in English Teaching165.1 Allowing Some Students to Keep Silent in Class165.2 Having Tolerant Attitude towards Students165.3 Being Patient to Stu

5、dents175.4 Keeping in High Spirits175.5 Teachers Praise should not Exceed a Certain Degree186. Conclusion18References191. Introduction For a long time, English teaching in our country has excessively laid special emphasis on functions of cognition but neglected emotional factors on English learning.

6、 Teaching aims are only confined to the mastery of knowledge. As is known to all, teaching activities are proceeded between teachers and students. Teachers only consider their professional skills and the contents they teach. Comparatively, they seldom observe students emotional experience. It seems

7、that there is an invisible wall between teachers and students so that students cant communicate their ideas and feelings with teachers, so it is hard for teachers to have lessons in an effective way. Emotion, in terms of psychology and physiology, is a reflection to the stimulus from outside environ

8、ment. For example, when students are treated wrongly, they feel disgusted, worried or scared. This is an expression of emotion. Emotion is another terminology of feelings, with a positive or a negative effect on English learning when individual viewpoints and life experiences differ. Teachers should

9、 pay attention to students emotional factors. Compared with traditional education, emotional education has become more and more important. Teachers emotion can also affect students English learning. Teachers play guiding roles in exciting the students emotion. In order to give a positive influence o

10、n students English learning, teachers should guide students emotion towards positive orientation. Meanwhile, teachers should apply successfully emotional education in English teaching, and set a good example for students to follow.2. The Scope of Research for the Emotional FactorsDuring the English

11、teaching activities, some students are active, optimistic, interested in the subjects, they respect teachers and communicate with teachers actively. On the other hand, some feel anxious, bored about the subjects, they fear teachers, even dislike them. There are so many emotional factors that cause t

12、his phenomenon, such as motivation, self-confidence and anxiety, Krashen calls them “the affective filter factors”. But in the actual English teaching, there are some other factors that influence it, which includes attitude, inhibition, self-esteem, extroversion and introversion, empathy, classroom

13、transactions and cross-cultural processes and so on. The following four aspects are the main factors that affect the foreign language teaching.2.1 MotivationCorders phrase, Given motivation, any one can learn a language implicates the importance of motivation in language learning. According to H. Do

14、uglas Brown (1987:114), motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action. More specifically, human beings universally have needs or drives that are more or less innate, yet their intensity is environmentally conditioned. The descr

15、iption captures the essence of motivation, that is to say, motivation which consists of several variables such as need and interest can be intrinsic or extrinsic, and it is an important fact. Researchers also investigated the construct of motivation. While Gardner(1985:10) holds that motivation is a

16、 combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes toward learning the language, Ausubel proposes six-fold concept of motivation, which comes from desires or needs of human organisms: the need for exploration, the need for manipulation, the need

17、for activity, the need for stimulation, the need for knowledge and the need for ego enhancement. Maslow also listed hierarchical human needs which are possible factors in account for motivation. All the needs above contribute in stimulating learners and thus impel them to the fulfillment of needs in

18、 learning.There are two kinds of classifications of motivation. The first kind is intrinsic motivation and extrinsic motivation. From the perspective of general psychology, motivation can be divided into two types: intrinsic motivation which there is no apparent reward except the activity itself and

19、 extrinsic motivation which emphasizes the role of extrinsic rewards and punishment. Many researchers are strongly in favor of intrinsic motivation because intrinsically motivated behaviors result from personal needs and it reflects learners personal choice, decision, free will, interest and individ

20、ual evaluation of self and task. Keller (1984) (cited in Ellis1994) identifies interest as one of the main elements of motivation. Maslow(1970) also claimed that intrinsic motivation is clearly superior to extrinsic. According to his hierarchy of needs, people will ultimately motivate to achieve “se

21、lf-actualization” once the basic needs are met, whether the extrinsic rewards are presented or not. However, emphasizing the importance of intrinsic motivation does not mean that extrinsic motivation is not important. The relationship between intrinsic motivation and extrinsic motivation is just lik

22、e that between internal and external causes which cooperate with each other.Another kind of classification of motivation is proposed by Gardner and Lambert in the field of second language acquisition. In their studies, a positive correlation of motivation and attitude with achievements in English le

23、arning was found. They proposed an integrative-instrumental duality by examining motivation as a factor of a number of different kinds of attitudes. Instrumental motivation refers to motivation to acquire a language as means for attaining instrumental goals: furthering a career, reading technical ma

24、terial, translation, and so forth. An integrative motive is employed when learners wish to investigate themselves within the culture of the second language group, to identify themselves with and become apart of that society (Brown,1987:115).The two types of motivation are not necessarily mutually ex

25、clusive (Brown, 1987:116). They combine together to serve as a powerful predicator of success in language learning. Its arbitrary to say one is superior to another.2.2 Self-confidenceSelf-confidence is another important affective factor for English teaching, it is the basis of psychology that one ge

26、ts to success and self-rate to worthiness, no matter cognition or affect, self-confidence is crucial to them. A large number of researches have been shown that while students self-confidence is protected and encouraged, their cognitive activities are best, so whether teachers can cultivate the stude

27、nts self-confidence or how much they can cultivate will decide whether the teachers can have successful lessons, a successful teacher must firstly foster the students enthusiasm and confidence about their study.（梁梧生,2005）2.3 AnxietyAnxiety is a kind of psychology which means learners feel scared, ne

28、rvous, fidgety and afraid of making mistakes during their studies. Anxiety is quite possibly the emotional factor that most commonly hinder learners from making progress. It is associated with negative feelings such as uneasiness, frustration, self-doubt, apprehensive and tension (Arnold,1999:8). He

29、ron (1989:33) makes reference to the anxiety, which arises out of a group situation that are relevant to the language classroom: can students be accepted, liked, wanted, can students understand what is going on? Can students be able to do what they have come to learn?Ellis (1994:481-484) mentioned t

30、hree kinds of anxiety: dispositive anxiety, once anxiety and situational anxiety. Dispositive anxiety is a more long-runned anxiety, its also one aspect of character. Once (or state)anxiety happens in a moment, it is the product of the combination of dispositive and situational anxiety, situational

31、anxiety is a kind of anxiety mood which happens in practical situation or events( such as attending public speech, taking exams and so on). Generally speaking, anxiety usually root in students competitive nature, because students are ambitious, they like comparing themselves with classmates. If they

32、 find that others have more ability or perform better than themselves, then anxiety will come out. Another reason is culture impact that students worry about they lose themselves in the target culture. Under the circumstances of classroom, students often meet three anxieties: worry about they can no

33、t be fluent or right when communicating with the target language; afraid of taking exams and bring low estimation about themselves. As for the effect of anxiety, some experts divide it into two kinds: facilitative and obstructive anxiety. The former activates the students to overcome difficulties, c

34、hallenge the new study tasks and strive to overcome the feeling of anxiety, while the latter leads to the students avoid the source of anxiety (Ellis,1994:479-482). Arnold and Brown have different point of views. They support that when anxiety is presented in classroom, there is a down-spiraling eff

35、ect. Anxiety makes us nervous and afraid and thus contributes to poor performance; worry wastes energy that should be used for memory and processing on a type of anxiety, it should be a extent about anxiety, although it is difficult to decide the anxiety level. People often have anxiety before learn

36、ing a new curriculum or a language, but if one worries about he cant master it well. Maybe it can result a longer time motivation for him, so our ideas about anxiety should not only stop on the disadvantages.（戴曼纯，2000）2.4 EmpathyThe definition of empathy is the process of “putting yourself into some

37、ones shoes” A student should not give up his own feeling or understanding, even not need to agree with the positive aspects of others. . It is simply an appreciation, possibly in a detached manner of the identity of another individual or culture. It is closely related to cultural relatively, which f

38、rees us from our conditioning and helps us to recognize that our way is not the only way and possibly not even the best way (Arnold,1999). In this case, empathy is good for the language study and communication, which can promote the harmony between teachers and students.3. The Emotional Influence fr

39、om Teachers“Teachers are engineers of the human spirit, who shoulder the social responsibility of fostering talent, and are the professional contingents in education”(袁士朴 齐德峰 刘新义 1998:356)Teachers speech, behavior and facilitating role have a great influence on the formation of the students world ou

40、tlook on life. Students will be deeply influenced by their teachers good character or strong points such as keenness for work, devotion to the educational cause, kindness to students, rich knowledge, assiduity, friendliness, etc. They will voluntarily follow their teachers as example and will never

41、forget some good teachers. If a teacher gives a very successful lesson, the students may keep it in mind for quite a few years. Students, especially the younger ones, would like to have a close relation with their teachers. They often regard their teachers highly as the old and their relatives.Teach

42、ers should set up a friendly relationship with the students. A teacher with a caring attitude towards the students is more likely to win the trust and cooperation from the students. If the students are afraid of the teacher or trying to keep a respectful distance from the teacher, how can we expect

43、them to participate in the classroom activities? So the teacher must be sensitive to the students needs. He must love them, trust them and be patient to them. In turn, the students respect the teacher and would be more cooperative.So teachers should set a good example for students and instruct by pe

44、rception and example every time and everywhere.3.1 Loving and Trusting StudentsA teacher who cares and shares the needs, joys and sorrows of the students certainly wins their trust and respect. In front of students the teacher often stands at a superior position. But remember that every student, no

45、matter how young he is, has his own dignity. So try to address them by name and avoid criticizing them in public. For instance, many teachers believe that they should keep a student who is absent minded in class alert by giving abrupt questions to them. In fact, this method has no positive effect, a

46、nd only hurts the students feeling because he thinks that the teacher just want to embarrass him in front of the class.(Ferster, 1975)Teachers should trust every student. The premise of trustworthiness is respect. Teachers should have the same attitude towards different students. Students should be

47、trusted, respected, and taken good care of. The youngsters are pure, enthusiastic and always active if they are respected, trusted and encouraged. They will fully develop their intelligence and have a high zeal for study. In the process of teaching, teachers should try their best to enable every stu

48、dent to have a chance to display their capability. Teachers should show their trustworthiness to students. They should believe that every student has his own capability. Whats more, teachers should treat the students as friends, in this case, they are more likely to establish a good relationship wit

49、h the students and win their trust. In trustful eyes of teachers, students are willing to learn. In turn, teachers are willing to teach.3.2 Being Earnest and Responsible for TeachingA teacher should be earnest and responsible for his work. Students can easily find out whether a teacher is responsible for or cares for his work. Before the teacher goes into the classroom, he must have fully prepared hi