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1、Affective Factors in English Teaching 【Abstract】 Affective factors play a significant role in language teaching and learning. This paper argues that learning-cognition and emotion-are now separated from each other in English teaching in China, which attaches too much importance to cognitive side of
2、language learning while neglecting the function of affective factors. Some relevant problems are exposed in English teaching with a questionnaire. A detailed analysis is given in this paper about the functions of affective factors on language learning. Some suggestions are put forward on this basis.
3、【Key Words】Affective Factor; Cognitive Factor; English Teaching. IntroductionForeign language teaching has being highlighted the rationality of brain and the function of cognition while neglecting the development of irrationality for so many years, resulting in the emotional illiteracy. As the devel
4、opment of humanistic psychology, the affective factors are paid more and more attention to the language teaching. In order to make the English teaching develop more smoothly and ideally, the English teachers must focus on the affective factors in the English teaching and are hoped to take actions in
5、to practice to enhance the quality of English language teaching by using the theory of the affective filter hypothesis. (项茂英，2003) . Affective Factors 2.1The Definition of AffectOnes affect toward a particular thing or action or situation or experience is how that thing that action or that situation
6、 or that experience fits in with ones needs or purposes, and its resulting affect on ones emotions(Dulay,Burt&Krashen,1982).In English teaching, affect will be broadly considered as aspects of emotion, feeling, mood or attitude which condition behavior(Arnold&Brown,1999).Researchers have shown the l
7、earners affect and state directly influence their studys behavior and results. 2.2The Scope of Research for the Affective Factors There are so many affective factors influence the English teaching, such as motivation, self-confidence and anxiety, Krashen calls them “the affective filter factors”. Bu
8、t in the practical English teaching, there are some other factors influence the English teaching, including attitude, inhibition, self-esteem, extroversion and introversion, empathy, classroom transactions and cross-cultural processes and so on. The following will show the four main factors of them
9、which affect the foreign language teaching. 2.2.1 MotivationIt can be defined as an inner drive, impulse, emotion or desire that moves one to a particular action(Brown,1987).In the early work of Gardner and Lambert(1972),motivation was seen to be divided into two very general orientations: integrati
10、ve and instrumental. The former refers to a desire to learn the language in order to relate to and even become part of the target language culture, such as passing an exam or finding a job. The latter has to do with practical reasons for language learning, such as getting a promotion(Arnold,1999). E
11、llis(1994:508-517) made a comprehensive induction, besides the two above kinds, there are also result motivation(deriving from the successful study),target motivation(inner motivation, when the learners do different tasks they will enjoy different interest),control motivation(in order to control the
12、 learners of the target language, they have to learn the language).The better the achievement is, the more intense the motivation is, the more actively the students perform. When the students themselves can make the aims and ways of study and appraisal the process of study, the inner motivation is m
13、ore motivated. Arnold and Brown made a general difference: extrinsic and intrinsic motivation. The former comes from the desire to get a reward or avoid punishment; the focus is on something external to the learning activity itself. With intrinsic motivation the learning experience is its own reward
14、. Research indicates that, while extrinsic motivation can also be beneficial, learning is most favorably influenced by intrinsic orientations, especially for long-term retention. It is clear that motivation is a group of factors which stimulates ones behavior and points out ones direction, it is cru
15、cial to the second language acquisition.(戴曼纯，2000) 2.2.2 Self-confidenceIt is another important affective factor for the foreign language teaching, it is the basis of psychology that one gets to success and self-rate to worthiness, no matter cognition or affect, self-confidence is crucial to them. A
16、 large number of studies have been shown that when self-confidence is protected and encouraged, the students cognitive activities are best, so whether we can cultivate the students self-confidence or how much we can cultivate will decide whether the teachers teach them successfully, a successful teacher who firstly must foster the students enthusiasm and confidence to their study.（梁梧生，2005） 2.2.3Anx
