A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
focus on how affective factors effect learner?s studying.
In recent years, other studies are very enlightening. Zhang Zhengdong and Huang Taiquan(1999) emphasized the status of affect in Chinese language teaching, and carried out an FLT principle, that is ,”Emphasizing the affective factors of learners, wiping off their psychological fraise” .when it was in 2002, a big-scale servey was done by Lu Jiamei and his colleagues, which developed the nowaday status of understanding and using affective factors in secondary schools. Wen Qinfang (2002) proposed individual needs. Xiang Maoying(2003) revealed some relevant problems in college English teaching . Peng Wei(2006) said that learners? positive affects play an essential role and positive affects can lead to more affective teaching and learning. So drawing close attention to affects is an obbligato element in English language teaching (Wang Kai 2007).
As a conclusion, English language teaching and learning is effected by affective factors. It is greatly importance to discover the learners? present status of affective factors and to learn the affective education for students in vocational university.
2.6 Theoretical Bases
2.6.1 Humanism
Humanism stressed that complete human development, rather than just focus on cognitive skills development and employment. It stressed the importance of the learner's inner world, and the forefront of their thoughts, feelings and emotions in all human development. Erik Erikson, made some excellent achievement in his classic text Childhood and Society \(1963), depending on the individual development of human psychology through a predetermined maturity, the challenges in society, at a particular time in their lives . He suggested that each person through eight stages from birth to old age. Erickson's theory is very important educators reasons. First, it provides a \recognize lifelong learning and development. At the same time, it allows us to see the real learning comes to the challenge. It also proposed that learning is a accumulated process.
Abraham Maslow (1968, 1970) suggested Study hierarchy needs, usually in the form of a pyramid. He considers the needs of two distinct categories: the lack of (or maintenance) needs, and is (or development ) needs. His thoughts on human need to implement a teacher have something important to say . They help us to realize that the child may have difficulty learning in school. He also helped us see that learners should be encouraged to think. Maslow, like Erickson , considered one of the main function of education is to enable learners to cultivate as individuals in their own right , so as to realize self-realization.
Carl Rogers (1969) found a humanistic approach to education is a key element. He
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辽宁师范大学硕士学位论文
believed that important learning occurs only in individuals related topics are considered learners when it comes to the active participation of the learner. 2.6.2 Krashen’s Affective Filter Hypothesis
Krashen (1982) stressed Filter Hypothesis that it is the importance of learners emotional
factors. Affective Filter hypothesis states that a student?s gain of a second language is immediately applied to his/her behavior towards getting it. Based on the hypothesis, there are a lot of affective factors such as self-confidence, champ, motive, which are regarded as the regolabile filters which stop or go through input indispensable to acquisition. If a learner who is strained, irritated, champ or tiresome may filter out input, making it inaccesible for gain. In Krashen?s view, the active affective variables suchlike a low level champ, a better personal image, a higher motive can lead the filter ?open? and ?down? to the intelligible input. The negative affective variables can make the affective barriers ?closed? and ?up? to the intelligible input. The Hypothesis views that having plenty of intelligible input don?t point out that students can study the aim language very well. The emotions must filter the language input through and then it can change into a language intake. Hence, the major reasons for difference between individuals in English language learning are affective factors. Thus it is needful to servey students? affective factors.
As well as that the Affective Filter Hypothesis also means that the teaching aims ought to contain two sides. One is supporting intelligible input. Another one is creating a situation that encourages a lower filter. The concept of the filter spotlights the role of the teacher in creating favorable status for learning English language. Therefore, the understandable input should be provided by foreign language teachers with such the ability and in the meanwhile make a point of creating a low-anxiety situation to decrease learner?s affective filter so as to realize effective learning.
2.6.3 Constructivism Approaches
As we all know that constructivism is a philosophical position that knowledge is the result of experience in drug use by their prior knowledge and experience of others. Constructivism believes that only reality we can know is that it is caused by human thought. Each of us create our own \\and \mental models,\we use to make sure our experience. Thus, the learning process is to adjust our mental models to accommodate new experiences. Teachers can not operate student learning, expert teachers can effectively promote active learning process. (Cobb, 2000 ) focus constructivist learners must individually discover and transform complex information if they own . Constructivist theory means that learners continue to test new information and the old rule and then change the rules when they no longer work. This view has a profound impact on affective teaching, which also presents that students themselves having an active motive to learn is better than a number of students leaning in typical classroom.
Constructivism?s theoretical basis is Jean Piaget Cognitive-Developmental theory. Human
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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
cognitive development is a constantly accommodative course of anabolism, adaptiveness and amend (Piaget,1967). The education theory of constructivism emphasizes centering on students. At first, it is vital to think over the student as an individual who is positively referred to constructing significance. At second, the exploit of considering and its connections to language and experience is the core point of studying. (Crain, 2000) Third, Concern should be given to fit the need of every type task to students? individual experiences. Forth, we can see the application of Piaget?s notions of assimilation and accommodation to learning a new language. Piaget believes that true learning is not something handed down by the teacher but something that is from one child. In the meantime, he found great value in social interactions. It is suggested by social constructivists that it is by social course that actuality takes meaning and that our lives are cultivated and innovated by the dialectical process of socialization. A similar dialectical relationship informs our understanding of science, and it shapes the technical artifacts that we create and constantly accommodate to our changing realities.
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辽宁师范大学硕士学位论文
Cheaper Three Research methodology
In the second chapter reviews the previous researches related to emotional factors. A survey making in this chapter, investigate the emotional impact of teaching in higher vocational school students in English language learning art.
3.1 Research questions and hypothesis
The experiment is designed to test and analyze the differences in student attitudes and achievement in English results before and after the experiment. Meanwhile , during the study , teachers use positive emotional education methods to teach experimental classes and control classes using traditional teaching methods . After one semester, using the same questionnaire students emotional attitude. Through practice and research, the authors hope to solve the following questions:
What affective factors influence art students? English learning? How does affective teaching influence art students? affective factors?
How does affective teaching influence art students? achievement results?
Will Emotional education help to improve the quality of English teaching in higher vocational colleges? Hypothesis has two aspects, One is the emotional impact on teaching English learners ' emotional state, and the other one is emotional teaching students for language learning achievements.
3.2 Subjects
The study participants are from Chaoyang Teachers? College, including 80 students
They are all the freshmen come from two classes I teach. There are 40 students in every class. They are arranged and well placed by their scores in College Entrance Examination. All of the students in both two classes making use of the same textbooks that are issued by the Higher Education Press, exercise books and other reference books. They are given the same hours for lessons every week, we can name both 2 classes, one is called experimental class and another one is control class.
3.3 Instruments
3
processes
is
consisted
of
he instruments using in this study,
they
are questionnaires, tests and interview separately. 3.3.1 Questionnaire
The questionnaire made use of in this research was to make a survey of the variation of
subjects? affective factors in English studying between the pre-test and the post-test .
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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
The goal of emotional factors questionnaire (see Appendix I) was to investigate the impact of prior emotional factors (interest, motivation, anxiety ) for arts students learning English . Items1--4 is presenting student interest in English learning. Item 5--8 means students? motivation on English learning. 9--12 shows that students? anxiety concerned about the English learning. The highest score for each item is 5 and the lowest score is 1. Score 1 means \??. Score 2 means \indicates \after the test should be the same.
Participants in the classroom completed the questionnaire. The response rate was 100%. With the teacher's help, students completed the questionnaire in 20 minutes. All copies of the questionnaires were sent back during a set period of time. 3.3.2 Test
The participants were given a test in September 2014 and December 2014 respectively.
They finished the test at the same time under the same status. The same scoring criteria is controlled by the teacher. Analysis of test results after two English classes before and after the experiment can be learned by the author. (See Appendix II) 3.3.3 Interview
Using interview is an important adding to this research. Through it, you can get more information about the impact of learners. The authors conducted face to face interviews with eight students from the two classes respectively. They were randomly selected, one by one interview. In the interview, there are some emotional issues remain to be clarified (1) Do you like to learn English? ( 2 )Do you feel nervous before the English exam and Why? (3) You have the confidence to learn English? ( 4 ) Do you like the activities in English course?
3.4 Procedures
This research spent almost a term to finish it. It starts from September, 2014 and December,
2014. The particular procedures include three phases:
(1) Before the experiment. The questionnaire are used（see Appendix, interview and English test in September, 2014） to inspect their English proficiency and emotive attitude before the experiment. Meanwhile, the author also is eager to study students? affective characteristics in English learning.
(2) Teaching experiment. In the process of teaching practice, the emotional teaching method using by the author in the experimental class and the traditional class teaching method is not too cared about the emotional factors of art students use the teacher in the control class. In the experimental class, the teacher will pay more attention to the students' emotional factors, trying to develop students' positive emotional factors. The teacher could also help students to establish right learning motivation, improve their interest and confidence in
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