辽宁师范大学硕士学位论文
experimental class and control class after the experiment, the author gathered the students? course scores at the end of Semester 1 by the examination of Grade One. They belong to the same major and shared the same test paper.
Table 4.7 Achievement Achievement Class 1 N 40 40 Mean 68.0250 83.505 Std. D 1.31217 df 39 T -11.984 Sig.(2-tailed) .000 Table 4-7 presents the scores of the two classes after the research. The average score the experimental class shows 68.0250, we can name it Class one, while the average score of the control class shows 83.5050,we can name this class of Class two. And the value of P shows .000 that is lower than 0.05, marking a great contrast in between the Class one and Class 2. Since it has been stated in table 4.2, there is no any vital contrast in the course scores of the experimental class and classes before the experiment. It is obvious that the affective teaching way become more effective in increasing students’ course scores than the traditional one.
4.3 Research Discussions
Based on the analysis on the questionnaire, interview and tests using in this study, the
author stated affective teaching in the experimental class for one semester. Data presented that there were no any significant differences in the section above the emotional state of the art of students before the experiment also found no significant differences between the two classes of the achievements of the students in the experimental and control class before the survey. When the author finished experiments, the author mentioned the conclusions as following:
4.3.1 Discussions of the Affective Factors in the Art Students’ English Learning (1)Affective factors apply to a main effect on students? English studying in the vocational college. Based on the questionnaires and interviews before the experiment, the main affective factors that influence art students? English studying are interest, motivation and anxiety. We could make a conclusion that the present status is not well-pleasing and art students have relatively negative affects. The following are the affective station for the students in Art College in English studying：
First of all, students may have a clear goal in studying English, but they are absent of the forceful learning motivation and interest. At the each start of one semester, all the students who have just graduated from high school, enrolled the university, so they are not acquainted with the learning circumstance. There will be many new classmates, new English teacher, and so on. Under the effect of parents, social or learning experiences in high school, most of them only acknowledge they are art students must pay more attention to try to find a good job when they finish their study. At this time, their learning motivation mainly belongs to extraneous
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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
motivation.
Why they study English is just cater to pass the exam or to graduate. Furthermore, many students consider that English is not vital for them. It seems that the majority of students are compelled to study English.
Second, students? enthusiasm for learning English is low. Most of the students don't want to finish your homework, don't take an active part in the English class. A new student in college, the majority of people want to play and have a rest after weighty load of study in high school. At the same time, they are not able to find fun from studying English. They hate to learn English, therefore, warmness is wore and teared and this will lead to bad manner towards English studying.
Third, many students are lack of confidence. Most students will lose confidence, and then lost and inferiority. Students feel nervous when you speak English in class, they are generally not confident in English class. In learning English, and when they are faced with the problem, they have no confidence to find a way to deal with these problems. Students must learn in the university has changed. Students need to learn more words, more long paragraphs and difficult grammar, to make them meet many obstacles in learning. On the contrary, the old hit the confidence of the students learning method. Gradually, they began to doubt their own ability and lose confidence in their English learning.
At last, the majority of the students' intension and anxiety while they communicate in English, especially when they can't express myself in English, in class when the teacher to correct their mistakes, or when the examination method. Most of the art professional English in high school the student to obtain score is very low, they have the grammar and structure. So in class, most students feel anxious when asked to speak in front of the class. Higher vocational students' new not used to college life, decrease in the number of the test is to make them uncomfortable, not suitable for the first year. Therefore, the test method, they will feel anxious.
4.3.2 Discussions of the Influence of Affective Teaching on Art Students’ Affective
Factors
Based on the compare experimental classes after the comparison of experiment, the influence of experimental classes of students has more active impact than control class students. The experimental results present that the emotional education has a big effect to the student's cognitive development and active side on cultivation of students, and reinforce the efficiency of English teaching in vocational schools. Students' motivation and interest is increasing, reduce their anxiety and no obvious change control class after a semester of emotional teaching practice. Compared with the control class, the experimental class students are more active in class, more interested in learning English. Their learning behavior and studying manners have been increased. Students from experimental classes keep good studying motivation and forceful interest in studying English and it makes them more positive
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辽宁师范大学硕士学位论文
and perky in activities of classes. And no matter where in classroom or out of class room, the students' anxiety have reduced. They can communicate with others in English fluently, meaningfully. Effective teaching has 2 function, one can inspire the students? motive to learn and another is making the students experience the sence of success. Forming a virtuous circle is beneficial to teachers and students. Based on the assessment, students are eager to study better when they are realizing their strengths and weaknesses.
4.3.3 Discussions of the Influence of Affective Teaching on Students’ Learning Achievements
Compared with experimental classes of learning English has been improved to some extent, prove significant differences between the experimental points and control class. A more positive evaluation of the teacher to the class, students can study better. After a large number of tests in two classes, it is found that the experimental class scores are higher than the control class after the experiment. The experimental results show that the emotional teaching is more effective to improve students' academic English learning results and effectiveness of vocational school teaching. The active emotional factors and use teaching can strengthen the emotion between teachers and students. Art students realize the teacher respect and concern for them, make them willing to cooperate with the teacher, to participate in teaching activities, because in the process, improve their self-confidence and self-esteem. They are willing to take the initiative to overcome some difficulties in learning English, improve their English learning. After class, more communication need between the teacher and art students. Students talked about their outcomes and difficulties in the study with the teacher, the relationship between teachers and students will get more and more harmonious.
4.4 Pedagogical Implications and Suggestions
According to the above discussion, we discussed that affective method is meritorious for students in Art school for English studying. According to the survey result, this part will talk about the following suggestions to develop positive affective factors within the teaching process of vocational English.
4.4.1 Emphasizing on Students’ Affective Factors (1) To Appreciate Students and Stimulate Their Interest
As the saying goes, interest is the best teacher. Improving students? interest and aspirations has become the prerequisite of the success in English teaching and studying. There is no doubt that interest is playing a vital role in English studying. Teachers need to value students? virtue and develop students? persistent interest in English learning. Following are many points on how to increase students? interest:
At first, teachers should revise teaching idea. Learner-center philosophy gets more and more prevalent. English teaching is not only a cognitive process, but also an affective process.
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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
Hence the teaching needs to reflex the students? creativity and improve their ability to apply to English.
Second, showing language stuffs in different forms. In Learner-centered model, individual difference of art students in learning ways need teachers to fit teaching ways with studying ways, and teachers become an positive facilitator and a guide. Art students process their own specialty. When using language materials, teachers should combine voice, objects and pictures with teaching, and they can opt for English poems or music as stuffs for music learners. Teachers could also give some advices on some cultural education, because language and its culture are closely connected.
Third, adopting different teaching ways. Different teaching ways should be suitable for different students. For example, the group discussion party work could be used for auxiliary teaching work. Teachers are able to download many listening, speaking, reading and writing stuffs from the Internet to enrich art students? fancy so as to reach the teaching goal. (2) To Cultivate Students’ Motivation and Self-confidence
To language learners, improving their self-image is also an vital factor to motivate learners improve of, and their faith in their own efficiency in learning a foreign language (Williams and burden, 2000).If students have a strong feeling to learn, the goals they aim at is more higher and more hopeful. But most students are absent of confidence. So during the process of teaching and learning, teachers need to make an analysis of the motivation of students and know their intelligence advantage. Take an example, teachers could excite their enthusiasm from students for studying English. In addition, the teachers need to supervise the students' learning motivation level according to the difficulty of the assigned homework. More important, the teacher should take advantage of the feedback information and offer appropriate rewards and punishments to students. Psychological research shows that feedback results from learning results have a significant impact. Rewards and recognition from teachers provide students a sense of achievement to improve their confidence. (3) To Reduce Students’ Anxiety
Krashen (1981) showed that the strain of mental state, lacking confidence, and absent of interest may improve the affective filter in language acquisition filter that can stop the input being in. In another word, happy classroom atmosphere should be harmonious, reduce anxiety and happiness. The teacher is the major character who affects the atmosphere of the classroom. Therefore, teachers need to establish an effective classroom aura and to assist students decrease their anxiety, according to the requirements of students and cultural
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辽宁师范大学硕士学位论文
background. The following advices can be used by teachers to reduce language anxiety:
a) Help students acknowledge the language anxiety can be changeable and don't inevitably become a persistent issue.
b) Improve the self-esteem and self-confidence of learners by providing kinds of chances for classroom success in the language studying.
c) Encourage gender risk-taking and tolerance of indeterminacy in a learner-warm circumstance.
d) Allow students to use the language with imperfect performance.
e) Encourage learners to relax by listening music, having laughter or playing games. f) Make clear aims and assist students to reform plans to cater to them. g) Give fair tests with unambiguous, familiar item types. 4.4.2 To Promote Cooperative Language Learning
Cooperative learning is a widely accepted to improve the atmosphere of the classroom
and its latent to offer chances for students to use the language. It develops a more active emotional atmosphere in the classroom, and personalized teaching and cultivate the students' motivation.(Long and Porter, 1985).Cooperative studying provides most of the factors that are related to emotions and language learning: namely. To decrease anxiety, improve the power, to promote the development of an active attitude to learn a language, as well as offer for diverse learning ways and encouraging backbone.
Who teachers and learners need to be well prepared interesting and related topics and materials must provide cooperative language learning successfully. On the side, many strategies that can be used to promote the cooperative language studying:
a) Preparing learners for cooperative works. Almost the great amount of students requires help in studying how to offer meaningful tickling on both spoken and written contributions. b) Provide specific and meaningful learning tasks. The work quality is vital to the achievements of collaborative activities. Constructivist learning activities are all likely to be motivating and lead to significative communication.
c) Debriefing learners on their experiences with cooperative learning. It?s important to plan some time for reelection and debriefing to aid students acknowledge 3 skills that are the social, cognitive and linguistic skills being improving by connective studying. Students may requirement time to verbalize their setbacks with connective activities. Connective studying not only encourages English studying, but also provides cultivate of prosocial, academic and higher level thinking skills. It is worth to adopt cooperative learning and to sustain students go forward to big independence as language students. 4.4.3 Establishing Harmonious Teacher-student Relationship
Perfect teacher-student relationship is the basis of affective interaction between teachers
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