情感教学法对高职专英语教学的有效性研究(5)

辽宁师范大学硕士学位论文

English studying. During the class, students need to gain the teacher's encouragement and reduce their anxiety.

The experimental class received the following special treatment:

Firstly, fully extracting the affective factors in teaching content. Preparing the lessons, the

researchers try to find the book of explicit and implicit, processing and organizing teaching materials with her positive emotions, make the content to play a positive role fully. And more active, more humorous language will be used in the experimental class. Also teacher will extract more positive and healthy teaching content of English teaching and the use of these materials can be rich and interesting guide students how to be a good person in society. For example, in the \better understanding of their students. then the author will use the situational teaching method: art professional students, the author can use multimedia and ask some questions to design such a real communicative situation, make the students familiar with college life, so students may decline is a new and different experience. Role play program lets the student participate in learning activities, boost them to study how to interact and cooperate in the actual status: for example, ask many students to talk about the status when they first met at university. And the authors enable students to learn to cooperate. The art students will be talked about in the organization and they like the cause of the university. In addition, make appropriate feedback, the author will know their students on the purpose of university and college life to them and understand the meanings of students' learning state, hobbies and interests, personality and psychological problems, etc. At the same time, the author will realize that attitude towards students.

Secondly, optimizing the teaching ways. The teacher values learners and encourages their interest and irritates their learning motivation. She makes most effort to infect students with her enthusiasm and positive emotions. During the class, the author pays attention to the significance of the lead-in. For instance, in the ?Practical English Comprehensive Course? unit 2 ?Music?, basing on the warmness of students in Art school on the music field, many meaningful questions will be asked by the author: 1) Do you like music? 2) Why do you like it? 3) What kind of music do you like? Then the researcher makes use of multi-media to present a lot of popular songsters and music of Rock and Roll and recommend some cultural background education to stimulate students? interest and desire. The students in Art school will be interested in the blossom of ?rock and roll? and get attracted by the story of the king of Rock and Roll named Elvis Presley. At the same time the teacher will make use of gesture language, such as countenance, eye communicate, signals and smiling to communicate students within the teaching progress. The teacher would offer learners with distinct learning assignments. For art students, they will have more chances to make speech, alternating, interacting and estimate. Meanwhile, the teacher need to stimulate students to talk about the subjects of every lesson and prepares materials related to lessons through Internet and library

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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching

autonomously. What?s more, the variety of teaching means connected with English speeches, outdoor research and films are to be used to encourage learners? interests in English. In addition the teacher should offer different affective support to different students. Students who have different learning grade will have various assignments and needs to finish.

Thirdly, the construction of a harmonious relationship between teachers and students should be done. The teacher fully understands the importance of classroom atmosphere, and trying to build a relaxation experimental classes. With a happy mood, English teachers have always been friendly and patient to her students. For example, the teacher can make more soul communication in their class. A careful look, appreciative words or an inspiring encouragement could improve learners to be positive and spur their curiosity and help them be gallant barrier in English studying and reinforce their self-confidence. At the same time the teacher could present a genuine care about her students and develop a happy and lively atmosphere in the classroom. The teacher would stimulate learners to face moderate risks, use an encouraging style of questioning and avoid over-correction. Examples might include: ?Would you like to accomplish the task in this way... or do you have another advice…? ?. And the teacher would provide learners active reminders to reduce them uneasy feeling in the class. She will say to students honestly with “you are very good. Good job. Smart. Or you well done. Now you speak much more fluently than before. ”to encourage them. When students showed their uneasiness at replying questions, the author should show a warm face and and smile to them with saying “that is ok.” while they made the wrong answers, she will encourage them with “ Come on, I hope you will do it better next time. Besides the teacher will participate in class activities, monitor the students? behavior and place among the learners.

When class is finished, the teacher should attempt to contribute as much time as possible to interact with learners by tools, such as QQ, Wechat, phone and E-mail, have conversation with learners face-to-face to provide various affective supports to every learner. Also, the teacher needs to build up a scientific and effective evaluation system. Master how to teach corresponsively based on students? individual differences and their intelligence advantage. After the experimental phase, both classes would be tested again with the same questionnaire at the end of December in 2014.

(3) After the experiment. The teacher stimulates learners again to finish the same questionnaire, interview and the gathering the final examination marks of students regarded as reference when it was in December, 2014. So as to think over whether learners’ active affective factors have been developed and whether affective teaching way could reinforce English studying for learners in the Art college.

3.5 Data Collection and Analysis

Data gathering is a very vital part in experiment, which is basis of data analysis. In this

research, information is gathered from the two measurements, the two questionnaires, the

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辽宁师范大学硕士学位论文

face-to-face interview and aborative classroom survey. When whole the data are gathered, the SPSS 22.0 is employed to conduct the data analysis for the effectiveness of affective teaching methods in higher vocational school. According to the data of questionnaire and interview, the independent samples t-test and the matched sample t-test are used for analyzing the data. The analysis on these results was used to reply the questions that the author mentioned above.

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辽宁师范大学硕士学位论文

Chapter Four Results and Discussion

This part intends to make an analysis on the outcomes of the questionnaires and two test

marks between the pre-test and the post-test. The outcomes will present the effect of affective factors on English teaching and studying of the experimental class and control class after the research. The writer wants to figure out a lot of practical advices for urging affective education and increasing language studying achievements of art college students.

4.1 Affective changes

4.1.1 The Comparison of Affect between Experimental Class and Control Class Before the Experiment

The table as the following shows the research about the difference of affect between

the 2 classes prior to the experiment. The pre-test was carried out in September, 2013 and the post-test begun in January, 2014. Each time 80 copies of the questionnaire were distributed and the majority of them were retrieved. The following are the conclusion.

Table 4.1 The comparison on the result of affect between experimental class and control class

before the experiment Class N Mean Std. D df T Sig.(2-tailed) 1 40 3.1500 .26297 78 -.665 .508 anxiety 2 40 3.2750 .26297 76.766 -.665 .508 1 40 2.5550 .22257 78 .337 .737 motivation 2 40 2.5350 .22257 77.917 .337 .737 1 40 2.6000 .22585 78 .332 .741 Interest 2 40 2.5250 .22585 77.765 .332 .741 In Table 4.1, we could see the average scores and Std. deviation of affect (anxiety,

motivation and interest ) in the experimental class and the control class. Experimental class gains the mean score of anxiety is 3.1500. The mean score of anxiety in control class is 3.2750. The mean score of motivation in experimental class is 2.5550. The mean score of motivation in control class is 2.5350. The mean score of interest in experimental class is 2.6000. The mean score of interest in control class is 2.5250. These figures mean that there are no obvious differences from the mean scores of anxiety, motivation and interest in experimental class and control class before the survey.

As can be seen from table 4.1, the Sig. (2-tailed) of anxiety is .508>0.05, the Sig. (2-tailed) of motivation is .737>0.05, the Sig. (2-tailed) of interest is .741>0.05. No any obvious differences are seen between both classes in anxiety, motivation and interest.

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