Dissertation
Dissertation > Language, writing > FOREIGN > English > Language teaching

The Research on Affective Teaching Model of College Oral English

Author YeXiaoLi
Tutor WangRui
School Heilongjiang University
Course Foreign Linguistics and Applied Linguistics
Keywords affective teaching motivation anxiety self-esteem oral proficiency
CLC H319
Type Master's thesis
Year 2011
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With the advent of humanistic psychology in the 1960s, the researchers in foreign language education have been putting emphasis on the learners‘affective variables in language learning. Although affect plays an undoubtedly important role in foreign language learning, in the process of English teaching, there still remains emotional illiteracy, due to over attention to intelligence development. Among the four basic skills—listening, speaking, reading and writing, speaking is closely related to the fluctuant feeling. Especially for Chinese learners, speaking foreign language is often the biggest psychological challenge.This study intends to improve the current affective situation of the foreign language learners by adopting affective teaching mode, which is eventually helpful to improve the learners‘oral English proficiency. The quantitative and qualitative researches were mainly employed. Research instruments consist of a questionnaire, two oral tests and an interview. The data from questionnaire and the results of oral tests were analyzed by SPSS 17.0. Independent Samples T-test was used to analyze the differences of the learners between experiment class and control class in affect and oral results. Paired Samples T-test was conducted to test and verify the improvement of the learners in experiment class in terms of affect and oral proficiency. An interview was made among 6 learners, i.e. two high-score learners, two middle-score learners and two low-score learners, in order to have a further analysis about their affective situation and oral proficiency, and meanwhile get to know their opinion on affective teaching.Results of the study indicate that after experiment the positive affect of the learners in experiment class has been activated. There is a positive correlation between the affective situation of the learners and oral achievement. There appears apparent improvement in oral proficiency and communication ability of the learners.Based on these findings, some implications are provided to college teachers. They need to tell the learners relevant theories about affect and emphasize the importance of bringing affect into full play. The teacher could help improve learners‘ability of communication by conducting affective teaching.

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