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1、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 Loving and
2、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 Education1
3、04.1.2 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 in Class1
4、34.2.4 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 Students175
5、.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. Teachin
6、g 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 that the
7、re 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 environment. Fo
8、r 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 pay att
9、ention 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 on studen
10、ts 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 teaching
11、 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 this phen
12、omenon, 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 transact
13、ions 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. Douglas Br
14、own (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 description c
15、aptures 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 combina
16、tion 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 for activity, the need for stimulation, the need for knowledge and the n
