英语与论文(情感与外语教学).doc

情感因素与外语教学 摘要： 认知和情感是语言教学中不可分离的两个方面，但是由于传统的以考试为中心的教育评价制度，使我国的外语教学都将培养学生的认知技能放在了首位，而忽略了学习者情感因素的培养，不但导致英语教学效率低下，也使学习者身心不能得到全面、健康的发展，影响学生的可持续发展。来自学生的焦虑问题调查结果支持了以上的观点，同时也找出了导致学生外语学习焦虑的最主要原因一一害怕否定评价和缺乏模糊容忍度。针对这些实际情况，笔者提出了降低外语学习焦虑的几点设想:建立融洽的师生关系，营造良好的课堂气氛;不纠错、少纠错，帮助学生建立一定的模糊容忍度:以合作学习的方式减轻学生的心理压力。并用实验对这些设想进行了验证。本文以第二语言习得中的情感因素相关理论为指导，在教学实践的调查和实验中，摸索外语学习焦虑问题的解决方案，目的在于有效地提高英语教学的效率。 Affect and Foreign Language Teaching and Learning Abstract Affective factors and cognitive factors are two important parts of English learning. However, English teaching in recent years has taken into special consideration the necessity of knowledge and intelligence and comparatively ignored the development of affection. It may greatly reduce students’ English learning capacity and limit the whole development of students. The present thesis is to analyze affect and some important affective factors in the second language learning process. From the questionnaires on students’ language anxiety, the writer finds out some basic causes leading to their anxiety in foreign language learning. The experiments on the positive and negative role of anxiety demonstrate that an appropriate amount of tension can make the students attentive in learning a foreign language. Nevertheless, anxiety always plays a negative role in oral communication. The author suggests that affective factors should be of vital importance in language teaching and both the second language teachers and students should be sufficiently aware of the above affective factors in second language acquisition and avoid of building up high affective barriers, which would prevent the students from learning the target language. Teachers should try to create association of positive affect towards the second language and its speakers as well as towards the learning activities involved. Finally the significance of this these is to find out an effective way to solve the affective problems, esp. anxiety, in learning a foreign language, using some basic